DEVELOPING STUDENTS ABILITY IN USING

PRESENT CONTINUOUS TENSE THROUGH

CONTEXTUAL TEACHING LEARNING
(A Classroom Action Research in the Seventh Grade of SMP Al Mubarak
Pondok Aren)

By:
ULFIANTI ULFA
106014000443

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
 ABSTRACT
Ulfa, Ulfianti. Developing Students Ability In Using Present Continuous Tense
Through Contextual Teaching Learning (A Classroom Action Research at VII
Grade of SMP Al Mubarak Pondok Aren). Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah
State Islamic University Jakarta, 2011.

Advisor: Dr. Ratna Sari Dewi, M.Pd

Key words: Present Continuous Tense, Contextual Teaching Learning

This research is conducted in order to develop students ability in using

present continuous tense through contextual teaching learning at VII grade students of
SMP Al Mubarak Pondok Aren and also to help the English teacher of VII grade of
SMP Al Mubarak Pondok Aren in managing classroom activities in learning
grammar. As the subject of the study, were 32 students; 16 boys and 16 girls.
In conducting this research, the researcher used Classroom Action Research
(CAR) as the method of research. The researcher taught present continuous tense by
using contextual teaching learning approach at VII grade of SMP Al Mubarak
Pondok Aren. This research consisted of two cycles and each cycle consisted of four
elements, they are: planning, acting, observing, and reflecting. Each cycle conducted
in three meetings for one and a half months. To collect and analyze the data, the
researcher used the students score in pre-test and post-test and information from
interview, observation, questionnaire in order to support the data collected.
The result of this research shows that using contextual teaching learning in
teaching grammar at VII grade of SMP Al Mubarak Pondok Aren motivate the
students to study English and develop their grammar ability in using present
continuous tense. The students responses showed that they are interesting in learning
English grammar based on the result of interview and questionnaire they thought that
the activities are interesting. Moreover, the analysis of the data showed that there
was a significant difference of students achievement in the pre-test and post-test. The
students average in pre-test was 55.6, the average score in post-test 1 was 64.2 and
the average score in post-test II was 72.06. The students percentage who passed the
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was
18.75%, in post-test 1 was 50%, and in post-test II was 81.25%.
Based on this result, the implication of the research showed that contextual
teaching learning can be applied to develop students grammar ability. The
implementation of contextual teaching learning in learning grammar help students to
use grammatical patterns effectively, and also the students are motivate and interest in
learning English grammar.

i
 ABSTRAK
Ulfah, Ulfianti. Developing Students Ability In Using Present Continuous Tense Through
Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP
Al Mubarak Pondok Aren). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2011.

Advisor: Dr. Ratna Sari Dewi, M.Pd

Key words: Present Continuous Tense, Contextual Teaching Learning

Penelitian ini dilaksanakan untuk mengembangkan kemampuan siswa pada present
continuous tense dengan menggunakan contextual teaching learning di kelas VII SMP Al
Mubarak Pondok Aren dan juga untuk membantu guru bahasa Inggris kelas VII SMP Al
Mubarak Pondok Aren mengelola kegiatan kelas dalam mempelajari grammar. Sebagai
subjek penelitian ini, ada 32 siswa; 16 laki-laki dan 16 perempuan.
Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas
(PTK) sebagai metode penelitian. Peneliti mengajarkan present continuous tense dengan
menggunakan pendekatan contextual teaching learning di kelas VII SMP Al Mubarak
Pondok Aren. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur:
perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan
selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti
menggunakan hasil pre-test dan post-test dan informasi dari wawancara, observasi, dan
angket untuk mendukung pengumpulan data.
Hasil penelitian ini menunjukkan bahwa penggunaan contextual teaching learning
dalam mengajar grammar di kelas VII SMP Al Mubarak Pondok Aren dapat memotivasi
siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka.
Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris
karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis
menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan
post-test. Nilai rata-rata siswa pada pre-test mencapai 55.6, pada post-test 1 mencapai 64.2
dan post-test II mencapai nilai 72.06. Persentase siswa yang lulus Kriteria Ketuntasan
Minimal (KKM) pada pre-test sebesar 18.75%, pada post-test 1 sebesar 50% dan pada post-
test II sebesar 81.25%.
Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa contextual
teaching learning bisa diterapkan untuk mengembangkan kemampuan grammar siswa.
Penerapan contextual teaching learning dalam mempelajari grammar membantu siswa
mampu menggunakan pola grammar secara efektif dan siswa juga termotivasi dan tertarik
dalam mempelajari struktur bahasa Inggris.

ii
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praise and gratitude be to Allah for giving strength and guidance for the
writer, so that this paper can be finished thoroughly. Peace and blessing be upon
Prophet Muhammad SAW, his families, his relatives and all followers.
This skripsi is presented to the faculty of Tarbiyah and Teachers
Training State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment
of the requirement for the degree of Strata 1 (S1) at English Education
Department.
In this process of finishing this skripsi, the writer got many guidance
and motivation from people around her. Therefore, the writer would like to
express her deepest gratitude to her parents and her sibling who give support, love
and pray for her.
The writer would like to express her special gratitude to her honorable
advisor; Dr. Ratna Sari Dewi, M.Pd who always gives advices, motivation and her
time to finish this paper, hopefully Allah always bless her with her family, she is
always healthy and May Allah grant all of her wishes. Besides, the writer would
also deliver special thanks to:
1. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and
Teachers Training.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S. Pd. as Head and Secretary of
the English Department.
3. Drs. Nasrun Mahmud M.Pd. who accept my paper title.
4. All lecturers in the English Department, for teaching precious knowledge and
for giving wonderful study experience.
5. The Head of SMP Al Mubarak, Pondok Aren, H. Nahrawi Mughni, S.Ag.
6. The English Teacher of SMP Al Mubarak, Pondok Aren, Dra. Romlah.
7. The writers great mother, Mrs. Nur Aini.
8. The writers great father, Mr. Mudori
9. The writers beloved sister, Hezmi Emimah and also my beloved Grandma

iii
 and Grandpa who motivated her in doing skripsi and thanks on your pray,
motivation and love.
10. Ms. Reni Septiati, S.Pd thank you so much for your advice and support.
11. The students of seventh grade of SMP Al Mubarak who have contributed her
in collecting data during the research.
12. The writers best friends, Mumut, Nina, Puji, Vivi, Ary, Zaki, Uvi, Riri,
Yuning, Nia thanks for their help, support and motivation.
13. The writer friend, Deden, thanks for his support and pray for her.
14. She would also thank to all her friends at C class of English Education
Department academic year 2006, thank you for being a good friend during her
study at UIN.
15. All the writers wonderful friends the English Department whom the writer
cannot write all their names, who have continuously given aid, great support
and suggestion to the writer in finishing this paper.
16. To any other person who cannot be mentioned one by one for their any
contribution to the writer during finishing her Skripsi.
17. Atma Jaya Library, PKBB.
18. Last, but not least thank to all the writers friends and teachers.

Jakarta, Juni 2011

The Writer

iv
 TABLE OF CONTENTS

TITLE
APPROVAL
ENDORSEMENT SHEET OF EXAMINATION COMMITTEE
ABSTRACT .................................................................................................. i
ABSTRAK ..................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ........................................................................................ viii
LIST OF FIGURES ...................................................................................... ix
LIST OF APPENDICES ............................................................................... x

CHAPTER I INTRODUCTION
A. The Background of the Problem ....................................... 1
B. The Identification of the Problem ..................................... 4
C. The Limitation of the Problem ......................................... 4
D. The Formulation of the Problem ....................................... 5
E. The Aim of the Research ................................................. 5
F. The Significance of the Research ..................................... 5

CHAPTER II THEORETICAL FRAMEWORK

A. Present Continuous Tense ................................................ 6
1. The Understanding of Present Continuous Tense ......... 6
2. The Usage of Present Continuous Tense ...................... 11
3. The Form of Present Continuous Tense ....................... 12
B. Contextual Teaching Learning ... 15
1. The Understanding of Contextual Teaching Learning . 15
2. The Characteristics of Contextual Teaching Learning . 17
3. The Strategies of Contextual Teaching Learning ......... 19
4. The Components of Contextual Teaching Learning ..... 21
C. Action Hypothesis ............................................................. 23
v
 D. Relevant of the Study ........................................................ 24

CHAPTER III RESEARCH METHODOLOGY

A. The Purpose of the Research ............................................. 25
B. The Time and the Place of the Research ............................ 25
C. The Method of the Research .............................................. 26
D. The Subject and the Object of the Research ....................... 26
1. The Subject of the Research ........................................ 27
2. The Object of the Research ......................................... 27
E. The Researchers Role on the Research ............................ 27
F. Research Design ............................................................... 27
G. The Classroom Action Research Procedure ...................... 30
1. Planning Phase ........................................................... 30
2. Acting Phase .............................................................. 30
3. Observing Phase ......................................................... 30
4. Reflecting Phase ......................................................... 31
H. The Result of Expected Action Intervention ...................... 31
I. The Data and Sources of Data ........................................... 31
J. The Instrument of Data Collection .................................... 32
K. The Technique of Collecting Data ..................................... 32
L. The Technique of Data Analysis ....................................... 33
M. The Trustworthiness of Study............................................ 35
1. Validity of Data ...................................................... 35
2. Discriminating Power .............................................. 37
3. Difficulty Item ......................................................... 38
N. Criteria of the Action Success .......................................... 39

CHAPTER IV RESULT AND DISCUSSION

A. The Descriptions of the Data ............................................. 40
1 The Result of Observation ................................. 40
2 The Result of Pre Interview ............................... 41

vi
 3. The Result of Questionnaire ............................... 41
4. The Result of Pre-Test........................................ 44
B. The Implementation of Cycle 1 ......................................... 47
1. Planning .......................................................... 47
2. Acting ............................................................. 48
3. Observing ........................................................ 49
4. Reflecting ........................................................ 51
C. The Implementation of Cycle II .......................................... 51
1. Planning ........................................................... 51
2. Acting ............................................................. 51
3. Observing ........................................................ 53
4. Reflecting ........................................................ 54
D. The Data Analysis .............................................................. 54
1. The Result of Post Interview. ... 54
2. The Result of Post Questionnaire ... . 55
3. The Result of Post Test.. ... 59
a. The Result of Post Test in the First Cycle. ... 59
b. The Result of Post Test in the Second Cycle. ... 62
E. The Interpretation of Test Result......................................... 65
F. Discussion . 68

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ....................................................................... 69
B. Suggestion ....................................................................... 70

BIBLIOGRAPHY ........................................................................................ 73
APPENDICES .............................................................................................. 75

vii
 LIST OF TABLES

Table 2.1 Example of Present Continuous Tense. ........................................... 7

Table 2.2 Affirmative Form of Present Continuous Tense. ............................. 11
Table 2.3 Negative Form of Present Continuous Tense................................... 11
Table 2.4 Interrogative Form of Present Continuous Tense. ........................... 12
Table 2.5 Use of Contraction in Present Continuous Tense. ............................ 12
Table 2.6 Spelling of ing in Present continuous Tense. ................................ 13
Table 4.1 Result of Pre-Questionnaire. ........................................................... 42
Table 4.2 Students Scores of Pre Test. .......................................................... 45
Table 4.3 Result of Post Questionnaire. .......................................................... 56
Table 4.4 Result of Questionnaire. ................................................................. 58
Table 4.5 Students scores of post-test 1. ........................................................ 59
Table 4.6 Students scores post-test 2. ............................................................ 62
Table 4.4 Percentage of students grade improvement. ................................... 66
Table 4.5 Data of Research Result. ................................................................. 66
Table 4.6 Students Score of Pretest, Posttest 1, and Posttest 2. ...................... 67

viii
 LIST OF FIGURES

Figure 3.1 Kurt Lewins Action Research Design. .......................................... 28

Figure 3.2 The researcher design modified from Kurt Lewin. ........................ 29
Figure 4.1 Students grade chart in pre-test..................................................... 46
Figure 4.2 Students grade chart in post-test 1. ............................................... 60
Figure 4.3 Students grade chart in post-test 2. ............................................... 63
Figure 4.4 Students grade chart from pre-test to post-test 2. .......................... 66

ix
 LIST OF APPENDICES

Appendix 1a Interview before CAR ..................................................................74

Appendix 1b Result of interview before CAR ...................................................75
Appendix 2a Interview after CAR .....................................................................77
Appendix 2b Result of Interview after CAR......................................................78
Appendix 3a Questionnaire for students before CAR ........................................81
Appendix 3b Result of Questionnaire for students before CAR .........................82
Appendix 4a Questionnaire for students after CAR ...........................................84
Appendix 4b Result of Questionnaire for students after CAR ............................85
Appendix 5a Instrument of Pre Test and Answer Key in Pre-test ......................87
Appendix 5b Instrument of Post Test 1 and Answer Key in Post-test 1 .............90
Appendix 5c Instrument of Post Test and Answer Key in Post-test 2.................93
Appendix 6a List of Students Score .................................................................96
Appendix 6b Students Score Progression Chart ...............................................97
Appendix 7a Result of Pre-test .........................................................................98
Appendix 7b Result of Post-test 1 .................................................................. 100
Appendix 7c Result of Test of Post-test 2 ...................................................... 102
Appendix 8a Item Analysis of Validity Test................................................... 104
Appendix 8b Item Analysis of Pre-test ........................................................... 108
Appendix 8c Item Analysis of Post-test 2....................................................... 111
Appendix 9a Guideline Observer of Cycle 1 .................................................. 113
Appendix 9b Guideline Observer of Cycle 2 .................................................. 115
Appendix 10a Field Notes before CAR .......................................................... 117
Appendix 10b Field Notes of Cycle 1 ............................................................ 118
Appendix 10c Field Notes of Cycle 2 ............................................................. 119
Appendix 11a Lesson Plan Cycle 1120
Appendix 11b Lesson Plan Cycle 2 ................................................................ 129
Appendix 12a Blueprint Pre-test .................................................................... 138
Appendix 12b Blueprint Post-test 1................................................................ 139
Appendix 12c Blueprint Post-test 2 ................................................................ 140

x
 CHAPTER 1

INTRODUCTION

A. The Background of the Problem

Language helps people understand themselves and the world around

them. Whenever people think about language, they will think that languge
is very important in their life, people use languange everywhere and
everytime they do their activity. By language they can express their
opinion, ideas, comments, suggestion, advice, and they can share their
experiences and etc. People have to master English language, because
English is global language in connecting people from various cultural
background of countries in the world. They can communicate each other
by using English to get some information and knowledge through written,
electronic and spoken media.

English is the first foreign language in Indonesia which has been

taught in formal schools, starting from elementary school until
universities. This is done simply to fulfill the need to master the language,
which is important. The aim of English teaching in Indonesia especially

1
 2

for Junior High School is students have to master four skills. They are
Listening, Speaking, Reading, and Writing. To master these four skills of
the language, student cant avoid studying grammar. With grammar people
can express their ideas precisely in communication.

One of important aspects of language that should be mastered by

students is grammar, grammar divided into many parts, tense is one of
them. Tense is verb form that shows the time of action; the
1
present/past/future. Students will find tense when they learn English
language, but students doesnt find tense in Indonesian language. This is
one of the factor that make students have difficulty to understand about
tenses. There are five of basic tenses, one of them is present continuous
tense. Present continuous tense is stated in curriculum for the seventh
grade of Junior High School. Present continuous tense is used to talk about
actions and situations that are all ready going on at the moment of
speaking.2 People actually use it when there are some points, some values
in commenting peoples actions. Based on Competency Standard- Standar
Kompetensi (SK) and Basic Competency- (KD), the objective of teaching
present continuous tense for the student of seventh grade Junior High
School are expected to be able to express meaningful ideas in term of
functional text and simple short essay in the form of descriptive and
procedure to interact with people in their nearest environment3

The purpose of this research is to solve students problem in

learning grammar. Based on the writer experience during observation in
the seventh year at SMP Al Mubarak Pondok Aren, the writer found the
students error in making good sentences, after the students learn about
present continuous tense, mostly they didnt understand how to make a

1
Oxford Dictionary (New York: Oxford University Press.2000), p. 445
2
Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980),
p. 496
3
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar
dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 13.
 3

good sentences by using present continuous tense, and they confused in

add-ing form to verb, it is caused of many factors: First, the students
understanding of grammar is low. Second, the students didnt really pay
their attention to the teacher explanation about the lesson. Third, the
students felt bored in following teaching learning activities. It is hard to
develop students ability in learning grammar. Therefore, to solve the
problems, teachers have to use a new method or approach to develop the
students ability in using present continuous tense.

In the reality, not all of the students have good ability in using
present continuous tense, but teachers can develop studentss ability in
using present continuous tense through appropriate method or approach. In
teaching tenses, there are many methods or approaches, contextual
teaching learning (CTL) is one of approach that can be used to teach
present continuous tense.

Nowadays, contextual teaching and learning is one of new approach

which socialized in Indonesia. Contextual Teaching Learning (CTL) is a
learning concept, which helps teachers to chain between the teaching
material and the real situation faced by the student. In addition it can help
student to apply the knowledge in the real world. According to this
concept the learning process goes naturally. It is not only students learn
and do it, but also teacher transfer the knowledge to students. The teaching
learning strategies are more important than the outcomes. Contextual
Teaching and Learning (CTL) helps us to relate subject matter content to
real world situations and motivate students to make connections between
knowledge and its applications to their life as family members, citizens,
and workers and engage in the hard work that learning requires.
Contextual teaching and learning have strategies, such as Problem-Based,
Using Multiple Contexts, Drawing upon Student Diversity, Employing
Authentic Assessment, Using Interdependent Learning Groups, Supporting
Self-Regulated Learning.
 4

Many of these strategies are used in classrooms today. Activities

such as team teaching, cooperative learning, integrated learning, work-
based learning, service learning, problem-based learning, and others
support CTL and are already occurring in many classrooms and schools.
Many educators routinely use these activities to encourage inquiry,
creative problem solving, and use of higher order thinking skills. These
educators see these teaching and learning processes as methods to help all
students meet state and local standards. To make CTL to be effective, all
these strategies must be present in the teaching and learning experience.
And the writer regards that the strategies in CTL method can help students
to develop students understanding of present continous tense.

In this research paper the writer will discuss about contextual

teaching and learning as a method in developing students ability in using

present continuous tense. Based on the problem above. The writer regards
that CTL can help students develop their ability in using present
continuous tense, then the writer entitle this research paper: Developing

Students Ability In Using Present Continuous Tense Through

Contextual Teaching Learning (A Classroom Action Research at the

seventh grade of SMP Al Mubarak Pondok Aren).

B. The Identification of the Problem

Based on the background of the problem above, it can be identified some
problems:
1. The students difficulties in making good sentences by using present
continuous tense.
2. The students difficulties in add- ing form.
3. The students feel bore in following teaching learning activities.
 5

C. The Limitation of the Problem

The writer limits the study to the implementation of contextual teaching
learning to develop the students ability in using present continuous tense
at VII grade students of SMP Al Mubarak Pondok Aren.

D. The Formulation of the Problem

Through this paper, the writer would like to focus on Contextual
Teaching and Learning as an approach in teaching present continuous
tense in SMP Al Mubarak Pondok Aren Tangerang Selatan. To make the
study easy to understand, the writer formulates the problem as follows:
Can Contextual Teaching Learning develop students ability in learning
present continuous tense?

E. The Aim of the Research

The aim of the research are to know wether Contextual Teaching and
Learning (CTL) can develop students ability in using present continuous
tense for the first year students of SMP Al Mubarak Pondok Aren
Tangerang Selatan.

F. The Significance of the Research

After finishing her study, the writer hopes that, this research paper
will be useful for other people. The contribution of this research are
conveyed to:
1. For the teacher, especially to English teachers, the result of this research
is expected to be able to give contribute about how to teach present
continuous tense based on the contextual teaching and learning and give
more variation of approaches or methods in teaching English grammar.
2. For the reader to give more information in teaching grammar through
contextual teaching learning.
 CHAPTER II

THEORETICAL FRAMEWORK

A. Present Continuous Tense

1. The Understanding of Present Continuous Tense

Present Continuous Tense consists of three words; present,

continuous and tense which each word has its own meaning
ethymologically. Present is period of time which is happening now not the
past or the future. Continuous is without a pause or interruption. Tense is
any of the form of a verb that which show the time at which an action
happened.1 From the information above the writer conclude that present
continuous tense is any of the form that which show the time that used to
express an action on period of time which is happening now.

1
Cambridge Advanced Learner 6th ed. (New York: Oxford University Press, 2005),
pp.269, 995, 1337

6
 7

The present continous tense also called present progressive tense is

one of the important elements of English language. Some grammarian
defines present continous tense using their own theory. Therefore, there
are some theories of it. The first theory according to Betty Schrampfer
Azar who stated that present continous tense has two functions: (1)
Present progressive expresses an activity that is in progress at the moment
of speaking. It began in the recent past, it is continuing at the present, and
will probably end at some point in the future. For example: (a) John is
sleeping right now, (b) I need an umbrella because it is raining, (c) John
and Mary are talking on the phone. (2) Present progressive often express
the activity of general nature: something generally in progress this week,
this month, this year. For example: (d) I am taking five courses this
semester. (e) John is trying to improve his work habits, (f) she is writing
another book this year.2

Present continuous tens not only expresses the activity of general

nature and the activity that is in progress at the moment of speaking, but
present continuous tense also expresses future time. Present continuous
may be used to express future time when the idea of the sentence concerns
a planned event or definite intention. A future meaning for present
continuous tense is indicated either by future time words in the sentence or
by the context. For examples:

(a) My wife has appoinment with a doctor. She is seeing Dr. North next
Tuesday.

(b) Sam has already made his plans. He is leaving at noon tomorrow.

(c) A: what are you going to do this afternoon?

2
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd ed, (New
Jersey: Prentice Hall Regents, 1989), p. 11
 8

B: After lunch I am meeting a friend of mine. We are going shopping.

Would you like to come along?3

In addition, Betty Schrampfer Azar explains in her book that the

word always is used not only in simple present but also used in present
continuous. But the usage of always in simple present tense is different
with the usage of always in present continuous. In simple present always is
used to describe habitual or everyday activites. But, in present continuous
always is used to complain, such as to express annoyance or anger. For
example:4

Table 2.1

Mary always leaves for school at Simple present

7:45. always is used to describe habitual

Mary is always leaving her dirty Present continuous

socks on the floor for me to pick up! as well as always the word forever
Who does she think I am? Her maid? and constantly are used with present
I am always/forever/constantly progressive to express annoyance.
picking up Marys dirty socks!

From the explanation above, present continuous tense also called

present progressive tense. Present continuous tense have mutual function
to expresses the activity of general nature, the activity that is in progress at
the moment of speaking, and expresses future time when the idea of the

3
Betty Schrampfer Azar, Understanding and Using English Grammar,..., p. 50

4
Betty Schrampfer Azar, Understanding and..., p. 16
 9

sentence concerns a planned. Present continuous also used to express

annoyance or complain when add by always/forever/constantly.

The second definition is derived from Michael Swan in his book

Practical English usage which explains some function of present
continuous tense.5 They are:
Present progressive tense is made with am/are/is+ing. The commonest
use of present progressive tense is to talk about actions and situations
that are already going on at the moment of speaking.
Example: Hurry up were all waiting for you
Why are you crying? Is something wrong?
Present progressive tense is often used to talk about developing or
changing situations.
Example : The weathers getting better and better
Present progressive is used to talk about temporary situations. It is not
used to talk about permanent situations, or about regular happenings or
habit.
Example : My sister living at home for the moment.
We sometime use present progressive in a more general way, to talk
about something that may be going on at any time.
Example : I dont like to be disturbed if Im working.

Referring to the definitions above, the writer may conclude that

present continuous tense is giving expression to talk about developing or
changing situations, to talk about something that may be going on at any
time, and also used to talk about temporary situation. It means that present
continuous tense is not used to talk about regular happenings or habit.

The writer takes the third definition from Raymond Murphy who
explains some functions of present continuous tense.6

5
Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980) p.
496
 10

The first function is used to talk something that is happening at the

time of speaking.

Lets go out now. It isnt raining anymore.

Im tired. Im going to bed now. Goodnight!

The second is to talk about something that happening around the

time of speaking, but not necessarily exactly at the time of speaking.

Catherine want to works in Italy, so she is learning Italian.

It means that perhaps Catherine is not learning Italian exactly at the
time of speaking.

The third function is use to talk about something that is happening

in a period around now such as today, this evening, etc.

Youre working hard today. Yes, I have a lot to do.

Ann is not watching her favorite program on TV this evening. She
wants to studies for the exam.

The fourth function is to talk about something that is happening to

changing situations.

The population of the world is raising very fast.

Is your condition getting better?

Similar with simple present tense, we can use present continuous

tense to talk about habitual action. We normally use simple present to refer
to things we do on regular basis. However with certain time expression

6
Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,
1985) p. 2
 11

such as all the time, always, constantly, continually, forever, etc. We can
use present continuous tense.7

Theyre forever asking me to visit them.

We use present continuous tense in this way to stress the repetitiveness of

an action and sometimes (but not necessarily) to express our irritation with
this.

From the definition above we know that between Michael Swan and
Raymond Murphy they have same opinion about present continuous tense
which is one of the functions of present continuous tense is to talk about
something that is happening or developing to changing situations. Another
definition showed that similar with simple present, present continuous
tense used to express habitual action with certain time expression such as
all the time, always, constantly, continually, forever. Present continuous
tense used in this way to stress the repetitiveness of an action and
sometimes to express irritation or anger.

2. The Usage of Present Continous Tense

Considering of the explanation above, present continuous has a
function that can be use to express many expression, the writer conclude
the use of present continous tense they are:
a) The present continuous tense express an activity that is in progress at
the moment of speaking.
Be quiet! The baby is sleeping.
b) To express the activity of general nature: something generally in
progress this week, this month, this year,etc.
I am taking English course this month.

7
Martin Parrott, Grammar for English Language Teachers, (Cambridge: Cambridge
University Press, 2000) p. 158
 12

c) The present continuous tense is use to talk about planned event in the
future.
We are probably spending next weekend at home.
d) To express complain by using always, such as to express annoyance,
irritating or anger.
I am always forgetting peoples names.
e) Present continuous tense is use to talk about something that is
happening in developing or changing situations.
My fathers condition is getting better right now.
f) Present progressive is used to talk about something that is happening in
temporary situations.
She is living at flat for the moment.
g) We sometime use the present progressive in a more general way, to talk
about something that may be going on at any time.
You look lovely when youre smiling.
h) To talk about something that is happening around the time of speaking,
but not necessarily exactly at the time of speaking.
Some friends of mine are building their own house. They hope it will
be finished before next summer.

3. The Form of Present Continuous Tense

According to A.J Thomson and A.V Martinet, the present
continous tense is formed with the present tense of auxiliary verb to be +
the present participle (infinitive + ing).8

8
A.J Thomson and A.V Martinet, A Practical English Grammar third edition. (New
York: Oxford University Press, 1986) p. 139
 13

Table 2.2
Subject To be V1 + ing
I am working
You
We are working
Affirmative
They
He
She is working
It
Table 2.3

Subject To be Not V1 + ing

I am not working
You
We are not working
Negative
They
He
She is not working
It

Table 2.4

To be Subject V1 + ing
Am I working?
You
Are We working?
Interrogative
They
He
Is She working?
It
 14

In addition, there is also an explanation about the use of contraction,

which is explained by Betty Azhar in her book Fundamentals of English
Grammar:9

Table 2.5

Subject To be V1 + ing
I am Im working
You Youre working

We are Were working

Contraction
Pronoun + be They Theyre working
He Hes working

She is Shes working

It Its working

In Betty azars book Understanding and Using English Grammar there

is also an explanation about spelling of ing. The explanation as follow:10

Table 2.6

1) Verbs that end in -e a. hope hoping If the verb end in e, drop

date dating the e and add ing.*
injure injuring
2) Verbs that end in a One-Syllable Verbs
vowel and a b. stop-stopping

9
Betty Schrampfer Azar, Fundamentals of English Grammar, (New York: Longman,
1985), 3th Ed., p.4
10
Betty Schrampfer Azar, Understanding and Using English Grammar..., p. 9
 15

consonant rob-robbing 1 vowel 2 consonants.**

beg-begging
c. rain-raining
fool-fooling 2 vowels 1 consonant.
dream-dreaming
Two-Syllable Verbs
d. listen-listening 1st syllable stressed 1
offer-offering consonant.
open-opening
e. begin-beginning 2nd syllable stressed 2
prefer-preferring consonants.
control-controlling
3) Verbs that end in f. start-starting If the verbs end in two
two consonants fold-folding consonants, just add ing.
demand-demanding
4) Verbs that end in -y g. enjoy-enjoying If y is preceded by a
pray-praying vowel, keep the y, add
buy-buying ing.
h. study-studying
try-trying If y is preceded by a
reply-replying consonant:
-keep the y, add ing.
5) Verbs that end in - i. die-dying Change ie to y, add
ie lie-lying ing.
tie- tying
* Exception: if a verb ends in ee, the final e is not dropped: see-seeing,
agree-agreeing.

** Exception: -w and x are not doubled: plow-plowing, fix-fixing, blow-

blowing.
 16

Based on the explanation above if the verb end in e, drop the e

and add ing, for example: date-dating, if the verbs end in two
consonants, just add ing, example: starting. And if verbs that end in y, y
is preceded by a vowel, keep the y and add ing, for example: pray-
praying or y is preceded by a consonant and keep the y and add ing, for
example: replay-replaying. Furthermore, if verbs that end in ie, change
ie to y and add ing, for example: lie-lying

B. Contextual Teaching Learning (CTL)

1. The Understanding of Contextual Teaching Learning
According to Johnson, contextual teaching and learning is an
educational process that aims to help students see meaning in the academic
material they are studying by connecting academic subjects with the
context of their daily lives, that is with context of their personal, social,
and cultural circumstance. To achieve this aim, the system encompasses
the following eight component: making meaningful connection, doing
significant work, self-regulated learning, collaborating, critical and
creative thinking, nurturing the individual, reaching high standard, using
authentic assesment.11

More spesific explanation Johnson said that the heart of contextual

teaching and learning is the connection that leads to meaning. When young
people can connect the context of an academic subject with their own
experiences, they discover meaning, and meaning give them a reason for
learning.12

Nurhadi stated in Pembelajaran Kontekstual (CTL) dan

Penerapannya dalam KBK, a definition of CTL based on the Washington

11
Elaine B. Johnson, Contextual Teaching & Learning, (Bandung: MLC, 2006), p. 19
12
Elaine B. Johnson, Contextual Teaching & Learning,..., p. 14
 17

State Consortium for CTL, as follow: contextual teaching is teaching that

enables students top reinforce, expand and apply their academic
knowledge and skills in a variety of in school and out-of-school settings in
order to solve simulated or real world problems.13

According to contextual learning theory, learning occurs only when

students (learners) process new information or knowledge in such a way
that it makes sense to them in their own frames of reference (their own
inner worlds of memory, experience, and response). This approach to
learning and teaching assumes that the mind naturally seeks meaning in
contextthat is, in relation to the persons current environmentand that
it does so by searching for relationships that make sense and appear
useful.14

Moreover in a CTL learning environment, students discover

meaningful relationships between abstract ideas and practical applications
in a real world context. Students internalize concepts through discovery,
reinforcement, and interrelationships. Contextual Teaching and Learning
creates a team, whether in the classroom, lab, worksite, or on the banks of
a river. CTL encourages educators to design learning environments that
incorporate many forms of experience to achieve the desired outcomes.15

Based on the explanation above. There are various definition of

CTL from one source to another, but the meaning of CTL leads to the
same perspectives. Based on the preceding definition of CTL, the writer
concludes that Contextual Teaching and Learning (CTL) is a concept of
teaching and learning that helps teachers relate subject matter content to

13
Nurhadi, et al. Pembelajaran Kontekstual dan Penerapannya dalam KBK, (Malang:
Universitas Negeri Malang,2004), p.12
14
http://www.texascollaborative.org/WhatIsCTL.htm, November 23th, 2010
15
http://www.ateec.org/learning/instructor/contextual.htm, November 23th, 2010
 18

real world situation, and helps students to get a better understanding about
the knowledge as they relate to the context of real life.

2. The Characteristics of Contextual Teaching Learning

According to Johnson, characterizes CTL into eight important

elements as follows:16

1. Making Meaningful Connections

Students can organize themselves as learners, who learn actively in

improving their interest individually, person who can work
individually or collectively in a group, and a person who can do
learning by doing.

2. Doing Significant Work

Student can make relationship among schools and the various

existing contexts in the real world as business maker and as a citizen

3. Self-Regulated Learning

Students do the significant work; it has purpose, it has connection

with others, it has connection with decision making and it has the
concrete results or products

4. Collaborating

Students are able to work together. The teacher helps students in

order to work effectively in a group and teacher helps them to
understand the way how to persuade and communicate each others.

5. Critical and Creative Thinking

16
Elaine B. Johnson, Contextual Teaching & Learning,...pp. 65-66
 19

Students are able to apply higher level thinking critically and

effectively. They are able to analyze, to synthesize, to tackle the
problem, to make a decision and to think logically.

6. Nurturing the Individual

Students carry on themselves to understand, give attention, posses

high wishes, motivate and empower themselves. Students cant get
the success without the support from adult people. Students should
respect their companion and adult person.

7. Reaching High Standards

Students know and reach the high standard. It identifies their

purposes and motivates them to reach it. Teacher shows to students
how to reach what called excellent.

8. Using Authentic Assessments

Students use academic knowledge in the real world context to the

meaningful purposes. For example, students may describe the
academic information that have learnt in subject of science, health,
education, math, and English subject by designing a car, planning the
school menu, or making the serving of human emotion or telling
their experience.

These eight components make CTL different from other methods.

These Characteristics became the main components in applying CTL
method. It is also clearly seen that these eight characteristics asks the
students for actively involving in classroom activity. Collaborating,
nurturing the individual and creative and critical thinking ask the students
to responsible for their own learning. The role of teacher in CTL is to
facilitate student to find the fact or the meaning, concept, or principles for
their selves. Once these eight characteristics applied in classroom, it will
 20

help both students and teacher in creating a good atmosphere where the
learners have a great responsibility in achieving their success in leaning.

3. The Strategies of Contextual Teaching Learning

There are many strategies are used in classrooms to support CTL
and are already occurring in many classrooms and schools. They are:17
Problem-based. CTL can begin with a simulated or real problem.
Students use critical thinking skills and a systemic approach to inquiry
to address the problem or issue. Students may also draw upon multiple
content areas to solve these problems. Worthwhile problems that are
relevant to students families, school experiences, workplaces, and
communities hold greater personal meaning for students.
Using Multiple Contexts. Theories of situated cognition suggest that
knowledge can not be separated from the physical and social context in
which it develops. how and where a person acquires and creates
knowledge is therefore very important. CTL experiences are enriched
when students learn skills in multiple contexts (i.e. school, community,
workplace, family).

Drawing upon student diversity. On the whole, our student population

is becoming more diverse, and with increased diversity comes
differences in values, social mores, and perspectives. These differences
can be the impetus for learning and can add complexity to the CTL
experience. Team collaboration and group learning activities respect

students diverse histories, broaden perspectives, and build inter-

personal skills.
Supporting Self-regulated Learning. Ultimately, students must

17
Elaine B. Johnson, Contextual Teaching & Learning..., pp. 21-22
 21

become lifelong learners. lifelong learners are able to seek out, analyze,
and use information with little to no supervision. to do so, students must
become more aware how they process information, employ problem-
solving strategies, and use background knowledge. CTL experiences
should allow for trial and error; provide time and structure for
reflection; and provide adequate support to assist students to move from
dependent to independent learning.
Using interdependent learning groups. Students will be influenced by
and will contribute to the knowledge and beliefs of others. Learning
groups, or learning communities, are established in workplaces and
schools in an effort to share knowledge, focus on goals, and allow all to
teach and learn from each other. When learning communities are
established in schools, educators act as coaches, facilitators, and
mentors.
Employing Authentic Assessment. CTL is intended to build
knowledge and skills in meaningful ways by engaging students in real
life, or "authentic" contexts. assessment of learning should align with
the methods and purposes of instruction. authentic assessments show
(among other things) that learning has occurred; are blended into the
teaching/learning process; and provide students with opportunities and
direction for improvement. Authentic assessment is used to monitor
student progress and inform teaching practices.
Reaching High Standard. High standard has a perception to be
guarantee to make students confidently to choose their future. Teachers
have to apply high standard to make their sudents become a competitive
people.

Based on the strategies above, the writer use problem based,

interdependent learning groups and employing authentic assessment
strategy in learning present continuous tense. It used to develop the
students ability in grammar.
 22

4. The Components of Contextual Teaching Learning

Contextual teaching learning have seven main components. A
classroom which apply CTL approach used this aim component in their
teaching learning activity. The seven aim components of CTL, they are:18
1. Constructivism
Constructivism is a theory of knowledge that argues that humans
generate knowledge and meaning from an interaction between their
experiences and their ideas. During infancy, it is an interaction between
their experiences and their reflexes or behavior-patterns.
Constructivism is a based philosophy of contextual teaching learning
approach. It means that knowledge is not a set of fact, concept, or norm
that already to take and to memorize.
People have to construct their knowledge and give them meaning
through real experience.

2. Inquiry
Inquiry is a main part in contextual teaching learning activity in
classroom. Students knowledge is should not from memorize a set of
fact. But, teachers should have plan activity that concern to inquiry
activity. The cycle of inquiry are observation, questioning, hypothesis,
data gathering, and conclusion.

3. Questioning
Questioning is strategy in teaching learning activity based on CTL.
Questioning as a learning tool. it is useful for improving students
curiosity. The teachers allow the students to ask something related to

18
Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Dasar dan
Menengah, Pendekatan KontekstualContextual Teaching and Learning (CTL), (Jakarta: 2003),
p. 10
 23

the material to get information. Questioning is also useful to inspect

students understanding about the material.
4. Learning Community
In learning community students get the result of learning activity by
sharing with other people. Through learning community, students are
able to share knowledge, focus on goals, and allow all to teach and
learn from each other.
Teachers can make various kind of learning community. Jeremy
Harmer stated in his book that there are various students grouping that
can be made by teacher in classroom, they are lockstep, pairwork,
groupwork, and ect.19

5. Modelling
Modelling is needed to give the students an example in teaching
learning activity, teachers can use modelling to operate something,
modelling can applied in teaching any skill.
In CTL approach, teacher is not the only one role model for students. It
can involve students as a model or an outsider. For example, we can use
native speaker as a model in teaching English language.

6. Reflection
Reflection is also an important element in contextual teaching learning.
Reflection is a way of thinking on what have students done in learning
activity. reflection is a respond toward case, activity, or knowledge
what have students accepted. Do the reflection in the end of learning to
make student feel that they have learned something.

Provide enough time to reflect, analyze, and respect all ideas that are
expressed by all students. Teacher need to engage the students in

19
Jeremy Harmer, The Practice of English Language Teaching new edition, (New York:
Longman, 1991), p. 243
 24

searching the information that can be applied in solving the problem in

their own life. So, the learning process will give them many benefits in
their real life.

7. Authentic Assessment

Authentic assessment refers to the procedures for evaluating learner

progress using activities and tasks that integrate classroom goals,
curricula and instruction and real-life performance. It emphasizes the
communicative meaningfulness of evaluation and the commitment to
measure that which we value in education.20

Authentic assessment is one kind of assessments that can be made by

teacher, evaluates a students application of knowledge and complex
thinking, rather than rote recall of factual information.

The writer apply these seventh component of contextual teaching

learning in teaching present continuous tense to the students in order to get
the best result in developing students ability in learning grammar.

C. Action Hypothesis
Action hyphothesis is purpose in this research take this formula as
follows:
through contextual teaching learning in teaching present continous tense
can develop students ability in using present continuous tense at VII grade
students of SMP Al-Mubarak Pondok Aren.

20
Viljo Kohonen, Authentic Assessment in Affective Foreign Language Education,
(Cambridge: Cambridge University Press, 1999), p. 284
 25

D. Relevant of the Study

The research about contextual teaching learning has been done by
Iim Imaroh that was Teaching Present Perfect Tense By Using CTL.
This research explains about the application of CTL in teaching Present
Perfect Tense. She conducted the observation started on April 29th, 2009 to
Mei 26th, 2009. She used the CTL to teach the present perfect tense in
order to minimize the students errors. In fact, the result of analysis of
interpretation of the data shows that teaching present perfect tense is
probably more effective by using Contextual Teaching Learning it can be
seen from the result of the test. By using Contextual teaching Learning, the
researcher hopes that the students will be interested in grammar, and then
it is easier for the researcher to transfer her knowledge to the students.
Based on the result of the research has observed by Iim Imaroh. The writer
continue the research about implementaion of contextual teaching
learning. The writer expected contextual teaching learning help teacher to
develop students ability in using present continuous tense.
 CHAPTER III

RESEARCH METHODOLOGY

A. The Purpose of the Research

The purpose of this research is to know wheter to develop students
ability in using present continuous tense through contextual teaching
learning at VII grade of SMP Al Mubarak Pondok Aren, Tangerang
Selatan. The writer hopes it will give a pleasant activity for students, so it
will motivate them to develop their ability in studying English.

B. The Time and the Place of Study

This research take place at SMP Al Mubarak that is located in Jl.
Jombang Raya, Pondok Aren, South Tangerang, Banten Province. It is
established by the late KH. Abdullah Bin H. Syarmili and the late KH.
Abdurrahman Bin H. Muasyim (both of them were passed away) and it is
legitimated on Sunday, 11th of April 1993 by opening the first academic
year 1993/1994.
The school has 1 class for grade VII, 2 classes for grade VIII, 2
classes for grade IX, 1 principals room, 1 teachers room, 1administration

26
 27

room, 1 counseling room, 1 mosque, 8 restrooms, 2 canteens, 2 libraries, 1

computer room, 1 science laboratory, 8 teachers official house, and 1
wide field for sport activity.
In addition, this school has 2 English teachers graduated from
Bachelor Academy program. This school is chosen as the field of the study
for a reason that the researcher is a trainee-teacher during Praktek Profesi
Keguruan Terpadu (PPKT) for 4 months, so the researcher knows the
condition of this school, its make easier for her to identify the problems
faced by students in learning tenses of grammar.

C. The Method of the Research

The writer used Classroom Action Research (CAR) in this study.
CAR is a research activity that occurs in classroom. According to Wallace,
Classroom Action Research is a type of classroom research used by
teacher to solve problem faced in the classroom.1
Furthermore, Mills explains that action research is any systematic
inquiry conducted by teacher researchers, principals, school counselors, or
other stakeholders in the teaching/learning environment to gather
information about how their particular schools operate, how they teach,
and how well their students learn. This information is gathered with the
goals of gaining insight, developing reflective practice, effecting positive
changes in the school environment (and on educational practices in
general), and improving student outcomes and the lives of those
involved.2 Its mean CAR aims to overcome problems in teaching
learning process in order to improve the quality of educational practice.

1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press,2006), pp. 4-5
2
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey:
Merrill Prentice Hall, 2003), p. 5
 28

CAR helps the teacher through any new methods and skills and helps
to build self-awareness especially through pair-teaching regarding as
collaborative study between the researcher and the teacher.3
Based on statements stated above, it can be concluded that CAR is
conducted to overcome problems faced by teacher and students in teaching
and learning activity in order to improve students achievement. In
addition, CAR helps teacher to solve the problem by applying a new
method or strategy as an alternative way leading to innovation.

D. The Subject and the Object of the Research

1. The Subject of the Research
The subject of this research is VII grade students of SMP Al Mubarak
in 2010/2011 Academic Year. There are 32 students in VII grade.

2. The Object of the Research

The object of this study is Contextual Teaching Learning Approach to
develop students ability in using present continuous tense.

E. The Researchers Role on the Research

The role of researcher in classroom action research is observer and
collabolator of English teacher at seventh grade of SMP Al Mubarak, the
researcher also makes lesson plan, and watch out the process of teaching
and learning activities and researches process of students activities in the
classroom.

F. The Research Design

In this Classroom Action Research the writer used the CAR procedure
of Kurt Lewins design. It consist of four phase within one cylcle they are,

3
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 106-
108
 29

planning, acting, observing, reflecting.4 If the first cycle finished and still
found any problem and there was no improvement. It is necessary to
continue to the second cycle with same phases which consist of four
phases; planning, acting, observing, reflecting.
Figure 3.1

Kurt Lewins Action Research Design

Acting Observing

C
Y
C
L
E
1

Planning Reflecting

Acting Planning

C
Y
C
L
E
2
Observing Reflecting

4
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas , (Jakarta:
PT Indeks, 2009), p. 20
 30

In detailing the design of action research, the writer modifies the Action
Research that according to Kurt Lewin Model:

Figures 3.2

The Researcher Design Modified from Kurt Lewin

Planning Acting

* The teacher makes the lesson plan * The teacher conducts the lesson plan
* The teacher choices the appropriate material * The teacher teaches present continuous tense
* Preparing handout and students worksheet and applies contextual teaching learning in
* Teacher prepares observation sheet teaching learning process C
* The teacher prepares form evaluation and post- * The teacher reviewes the material and Y
test I students task C
* The teacher orders the students to make short L
diary E

Reflecting
* The teacher and the observer discuss and analyzes
collaboratively students achievement
* Revises the lesson plan and the implementation if
needed
* Modifies the lesson plan for the next cycle and
prepares for post-test 2 in order to know the
improvement of students score
1
Observing
* The observer observes the classroom situation
* The observer observes the students behaviour
during teaching learning process
* The observer identifies the students
achievement in learning grammar
* Asks the students response after applying
contextual teaching learning
* Does the post-test 1 after the implemention in
cycle 1

Acting

Planning * The teacher teaches the material according to

the lesson plan
* Revises the lesson plan and modifies the * The teacher gives other task and activity in order
technique to make the students more enthusiasm and
* Prepares hand out, media, and students worksheet interresting in teaching learning activity
* Prepares the form observation * The teacher reviewes the material and students C
task
Y
* The teacher uses moving class to get new
atmosphere C
L
E

Reflecting 2
Observing
* Discuss about students responses and behaviour
in classroom * The observer identifies the theachers activity in
* Discuss with the observer about students classroom
achievement in classroom * The observer observes the students behaviour
* Discuss with the observer the improvement of during teaching learning process
students score and also analyzes the result from * The observer observes students responses
post-test I to post-test II * Does the post-test 2 in ending of cycle 2
*
 31

G. The CAR Procedures

In this Classroom Action Research (CAR), the writer used Kurt

Lewins design. This research consists of two cycles and each cycle
consists of four elements. Those are planning, acting, observing, and
reflecting. After finished the first cycle, it will be probably found real
problem in classroom. Therefore, it is necessary to continue to the next
cycle. in line with the same concept of the first cycle. Here the explanation
of each cycle:
1. Planning
In this phase, the writer identified the problem and try to analize the
cause of the problem. The writer makes the lesson plan, make an interview
with the English teacher and uses observation list to get solution to solve
the problem in the classroom. The writer also makes the instrument of pre-
test and post test to know about students achievements at the end of this
cycle.
2. Acting
Acting phase is the implementation of lesson plan prepared in
planning phase. In this phase the writer and the teacher collaborates to
carried out planned action. In the first meeting the writer give pre-test to
know students understanding about present continuous tense. Then the
writer analize students problem and try to solve the problem by using
contextual teaching learning approach in teaching present continuous tense
to the students in the next meeting. The writer and the teacher take the
action phase during two weeks within two cycles in which each cycle
consists of two meetings in action.
3. Observing
In this phase, the writer observes the students responses,
participations, class situation, teachers performance and achievements
which are found during the teaching and learning process. Observer also
 32

collect the data derived from evaluation or post-test.When observing, the

writer should notice and note all of activities in the classroom.
4. Reflecting
In reflecting phase, the writer reflects and reviews the implemented
actions. In this phase, the writer evaluates students progresses in their
ability in using present continuous tense after taught using contextual
teaching learning approach. The writer will also ask the English teachers
opinion about students ability in using present continuous tense. Further
more, data reduction will be used to decide a better plan for the next cycle.

H. The Result of Expected Action Intervention

The writers expected from the result of action research are:
The result of action research expected to be useful for students to make
them easier to improve their ability in using present continuous tense,
and motivated them to participate in learning grammar activity.
The result of action intervention also expected to be useful for English
teacher to use the appropriate method in teaching grammar to their
students. The appropriate method can make students fun and motivated
them to learn English well.

I. The Data and Source of Data

The data of this research is the procedure and the result of
teaching present continuous tense by using contextual teaching learning in
developing students ability in using present continuous tense. The result
is in the form of the comparison between pretest, post-test I and post test II
score. The sources of data in this study are:
1. Event
It is teaching present continuous tense to the students by using
contextual teaching learning as an approach in developing students
ability in using present continuous tense.
 33

2. Informant
The informants are the English teacher and the seventh grade
students in SMP Al Mubarak.

J. The Instrument of Data Collection

The research instruments used in order to complete the data needed
include pre test and post-test in order to know wether the students scores
better after they are taught by using CTL approach. In order to support the
data of teaching and learning process, the writer uses observation,
questionnaire, and interview.

K. The Technique of Collecting Data

In this research, the writer used quantitative and qualitative data. the
quantitative data used is pre-test and post-test.5 The qualitative data consist
of observation, interview, and questionnaire. On other side, The writer
used these technique in order to support the data of teaching and learning
process.The explanation as follows:
a. Observation
In this phase, the writer observes directly toward English teaching
and learning process in the classroom. The writer observed students
ability in using present continuous tense in the sentences, and the writer
observes students participation in learning grammar in the classroom.

b. Interview
In this phase, the writer asks the teacher before implementing
CAR. It is to get more information about the teaching learning activities in
the classroom. The writer asks about students difficulties in learning
present continuous tense, students condition, and the method or any
strategies usually adopted by the teacher in teaching present continous

5
Suharsimi Arikunto, Penelitian Tindakan Kelas, ..., pp. 127-132
 34

tense. The interview also is carried out after CAR to know the teachers
response and progress of students ability in using present continuous tense
after implementing contextual teaching learning in teaching present
continuous tense.

c. Test
The test used in this study is pre-test and post-test. The pre-test is done
before implementing contextual teaching learning approach. It is to
measure students ability in using present continuous tense at first.
Meanwhile, the post-test is implemented after using contextual teaching
learning approach in teaching present continuous tense. In this study, the
test is done in form of multiple choices and fill in the blanks. The test is
held on after the third action of each cycle. The test is used to compare
students achievements before conducting the research and after
conducting the research.

d. Questioner
The questioner was given to the students of VII grade of SMP Al
Mubarak Pondok Aren in order to know their respond toward the process
of teaching and learning present continuous tense by using CTL approach
and also about their motivations and problems in learning grammar before
and after they were taught using CTL.

L. The Technique of Data Analysis

The analysis qualitative data used in this study is the observation of
students activities during teaching learning process to measure data from
pre test and post test before and after CAR. In this case, the writer
collected the entire data which have gained. In analyzing the numerical
data, the writer gains the average of students score per action in one cycle.
 35

It is used to measure how well students understanding of present

continuous tense. It uses the formula:6

Sx
X =
n

X : mean

X : mean

x : individual score

n : number of students

Next, to know the class percentage which pass The Minimum

mastery Criterion (KKM) 68 , the writer uses the formula:7

F
P = 100 %
N
P : the class percentage

F : total percentage score

N : number of students

After getting mean of students score per actions, the writer

identifies whether or not there might have any improvement of students
understanding in learning present continous tense by using CTL from pre-

6
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
7
Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43
 36

test up to students average score in cycle 1 and cycle 2. In analyzing that,

the writer uses the formula:8
y - y1
P = X 100%

P : percentage of students improvement

y : pre-test result

y1 : post-test 1

y2 - y
P = X 100%

P : percentage of students improvement

y : pre-test result

y2 : post-test 2

M. The Trustworthiness of the Research

To analyze the examined test items, the writer implements the

trustworthiness of the test. There are some phases including:

1. Validity of Data
Validity is one of the essential requirements of good educational testing
which can represent an acceptable of an action research. The other words

8
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa:
Departmentof Physic and Astronomy, 2008), p.3
 37

validity is the most requirements for instrument of evaluation. Arthur Hughes

stated that a test is said to be valid if it accurately what it is intended to
measure.9 It means that a test can be said valid if the test measures what it
will be measured. Terminologically, in Indonesia valid is shahih.
Validity is not an absolute feature from technique evaluation. It is a relative
feature for a purpose which will be reached by the test maker. Validity should
be determined by the purpose will be reached by using test. Therefore
validity refers to extent to which the results of an evaluation procedure serve
the particular uses for which they are intended.
In this research the researcher adopts Anderson, Herr, and Nihlens
criteria that mention that validity of action research including democratic
validity, outcome validity, process validity, catalytic validity, and dialogic
validity.10 In this research she uses three kinds of validity are outcome,
process, and dialogic validity. First, outcome validity requires that the action
emerging from a particular research leads to the successful resolution of the
problem that was being studied, that is, your research can be considered
valid of you learn something that can be applied to the subsequent research
cycle.11 Second, process validity is the validity that requires a research has
been conducted in a dependable and competentmanner.12 The last,
dialogic validity; it involves having a critical conversation with peers about
research finding and practices.13
It could be concluded from the explanation above that we could be seen
the outcome validity from the students result of the test. Moreover, in
process validity the researcher notes all events happening during the CAR.
Therefore, in these validities the research is said successful if the result of
cycle II is better than cycle 1. Besides, if there might have some mistakes in
the method of teaching, so the researcher should discuss this problem with

9
Arthur Hughes, Testing for Language Teachers second edition, (Cambridge: Cambridge
University Press, 1989), p.26
10
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84.
11
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84
12
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84
13
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 85
 38

the teacher to modify the further strategies. Then, for dialogic validity, to
avoid invalid data the researcher and the teacher discuss and assess the
students test result of two cycles.

1. Discriminating Power
The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high
achievement and low achievement. Discriminating power provides a more
detailed analysis of the test items than does item difficulty, because it shows
how the top scores and lower scores performed on each item.14 The
computing of discriminating power uses the formula as following:15

UL

D =

In which, D : The index of discriminating power

U : The number of pupils in the upper group who answered the

item correctly

L : The number of pupils in the lower group who answered the

item correctly

N : Number of pupils in each of the groups

Next, the discriminating scale uses:16

14
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and
Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.
15
Wilmar Tambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p.
139.
16
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
 39

DP REMARK

0.40 Used

0.20 0.39 Revised

0.10 Discarded

2. Difficulty Item
The difficulty item analysis concerns with the proportion of
comparing students who answer correctly with all of students who follow
the test. The formula as following:17

P =

In which, P : Index of difficulty

R : The total number of students who selected the correct answer

T : The total number of students including upper and lower

group

The criterion that is used is as:

ID REMARK
0 0.14 Difficult

0.15 0.85 Moderate

0.86 1.00 Easy

17
Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall,
1982), p. 102.
 40

N. The Criteria of Action Success

The criteria of action success are emphasized on the process and the
product of teaching-learning activities. This study are able to called successful
when there is 75% of students achieve any improvement; gaining score 69
(sixty nine) of the test started from the pre-test until the second post-test in
cycle two. It means that this research could be called success. Then the next
action would be stopped. But, if it hasnt met those criteria, it is called not
successfull and need improvement to meet the targets, and the alternative
action would be done in the next cycle.
 CHAPTER IV
RESULT AND DISCUSSION

A. The Description of the Data

There are three parts related to description of the data. Those are pre
observation, pre interview, and pre test. Those explanations as following:

1. The Result of Pre Observation

Pre observation was conducted to observe the process of teaching
learning in grammar activity before implementing the action. It was held at
VII grade of SMP Al Mubarak Pondok Aren, Tangerang Selatan academic
year 2010/2011. There consisted of 32 students in the class. The pre-
observation was conducted on the 4th and 6th April 2011. It was started at
07.00 A.M and finished at 08.20 A.M. In general, during the teaching
learning process in the classroom, the teacher liked to dominate the class.
Hence, there was no opportunity for students to be active in the class.
Next, the teacher gave simple explanation about the rule of tense to the
students. But, there are many students are didnt pay attention to the
teachers explanation, the teachers gave unclear explanation. they were
talking each other when the teaching learning process done. Then, the
teacher asked them to answer the question in textbook or LKS, the
students allowed to ask when they find the difficulties. After that the

41
 42

teacher ask to the students to collect their work. When the teacher asked
students to collect their work, they seemed not have motivation, most of
them were hardly to finish the task. In other words, they could not finish
the work on time and the teacher often ignored that behavior. Instead, he
asked students to continue the task at home. Furthermore, as the teacher
was asking them to give an example of tense that they have studied before
to the in front of the class most of the students did not care to the teacher.
Consequently, the students could not analyze the formula of tense that was
given by the teacher because of their difficulties in understanding teachers
explanation and their feel bored with the teacher technique in teaching
grammar. They felt the way to teach English grammar was monotonous or
not interesting. They needed a new technique to make them interesting in
learning English lesson. Then, they were hardly to concentrate as they
learn. They got sleepy while learning grammar because they thought it was
a kind of boring activity.

2. The Result of Pre Interview

Pre interview conducted in this study was the structured interview. It was
held on Monday, April 11th 2011 started at 08.20 A.M and finished at
09.50 A.M. Based on the interview is known that most students like to
study English. Although there are some students are not motivated to study
English because they though that learning English is very difficult. The
teacher told that the cause of students difficulty in learning grammar was
students English background. Their understanding of grammar still low.
And The teacher was tried to solve this problem by using another
technique to make students fun and to improve students ability in learning
grammar, but it is not really succeed to make an improvement.

3. The Result of Pre Questionnaire

To gain the data about the students responses in the
implementation of contextul teaching learning, the researcher gave the
 43

questionnaires consist of ten questions. The questionnaires were in two

times; before implementing the contextual teaching learning approach and
after implementing the approach.
The questionnaires before doing the actions was held on April 11th
2011 started from 10.00 10.45 a.m. the table below showed the result of
pre questionnaire.

Table 4.1
The Result of Pre Questionnaire
The result of the students answer
No The students answer Percentage Percentage
Yes No
(%) (%)
1 The students response toward
teaching-learning process.
The students were motivated
in the teaching-learning 11 34.3% 21 65.6%
process.
The students understood to
15 46.8% 17 53.1%
the teachers explanation.
2 The result of the students
grammar activity.
The students were satisfied
20 62.5% 12 37.5%
with their score in grammar.
The students answered the
teachers questions about 12 37.5% 20 62.5%
grammar material.
3 The solution of the problems in
grammar.
The students asked their
8 25% 24 75%
difficulty in grammar to the
 44

teacher.
The teacher implemented the
suitable technique to solve 10 31.2% 22 68.7%
difficulties in grammar.
The technique could help
students in developing
14 43.7% 18 56.2%
students ability in grammar
easily.
The teacher gave exercise to
develop students ability in 28 87.5% 4 12.5%
grammar.
The students could do the
14 43.7% 18 56.2%
task easily.
The students like the
technique that the teacher
13 40.6% 19 59.3%
used in teaching grammar
material.
Mean 45.3% 54.7%

From the result of pre questionnaire, the students gave response in

the teaching-learning process. In the first category, it showed that there
were 11 students (34.3%) who were motivated in the teaching-learning
process of grammar. It can be said that teaching-learning was not really
interesting. In addition, there were 17 students (53.1%) stated that they did
not understand to the teachers explanation. Hence, it could be predicted
that the teacher did not clearly explain the material.
In the second category, it showed that there were 20 (62.5%) were
satisfied with their grammar score. Even though many students were
satisfied, but it could not be said that their scores were good because they
might were satisfied with the scores they got though it was not really good.
Then, only 12 students (37.5%) who could answer the materials. It could
 45

be estimated that most of them could not understand the material and they
were passive in the teaching-learning process.
In the third category, showed that only 8 students (25%) who asked about
their difficulty in grammar to the teacher. It was indicated that they were
not actively involved in the teaching-learning process and they were shy to
ask about their difficulty to the teacher. Then, 10 students (31.2%) stated
the teacher implemented the suitable approach to solve their difficulties in
grammar. It could be said that technique used by the teacher was not
appropriate and could not solve their problems in grammar. 14 students
(43.7%) stated that the technique used by the teacher could help them in
developing their ability in grammar. It means that most of them thought
the used technique could not help them in developing their ability in
understanding grammar material easily. 28 students (87.5%) stated that the
teacher gave exercise in grammar. On the other hand, 14 students (43.7%)
stated that could do the task easily. Here, it could be predicted that they
have problems in grammar or the used of technique was not appropriate
with the given task. The last, there were 13 students (40.6%) stated that
they like the techniques that was used by the teacher in teaching grammar.
It means that most of students feel boring with technique that was given by
the teacher in teaching grammar. It has an effect to students ability in
learning grammar. Therefore, the writer also has to find the appropriate
strategy to make them more motivated and feel confident when they are
learning grammar material.

4. The Result of Pre Test

The pretest had done before the CAR. It was conducted on
Wednesday, April 13th 2011. It started at 10.00 A.M. The pre test used to
measure students ability in using present continuous tense. There were
actually 20 questions in multiple-choice form in which the students did the
test during 50 minutes.
 46

Table 4.2
Students Score of Pre-test

STUDENTS
PRETEST
NUMBER
S1 55
S2 60
S3 20
S4 70*
S5 65
S6 60
S7 75*
S8 65
S9 70*
S10 60
S11 60
S12 70*
S13 40
S14 55
S15 60
S16 15
S17 70*
S18 60
S19 55
S20 55
S21 55
S22 45
S23 50
S24 50
S25 40
S26 65
S27 60
S28 65
S29 50
S30 70*
S31 35
S32 55
Mean 1780
 47

*student who passed the KKM (68) The scores are processed from
students answer sheets
From the data above, it can be made a chart as follows:
Figure 4.1
Students Grade Chart in Pre-test

30
25
The number of students
20 who get score < KKM
15 The number of students
10 who get score = KKM

5 The number of students

who get score > KKM
0
< KKM KKM 68 > KKM

The students scores from pretest showed that students ability in

using present continuous tense were still low. It was proven that from 32
students, only 6 students who passed the KKM. Therefore, the researcher
needed to apply the new approach which can solve students problems.
To get the mean of the pretest score, the researcher calculated the
data by using the following formula;
-
C=
x
N
-
C : mean
x : individual score
n : number of students

- 1780
C=
32
-
C = 55.6
 48

Then, to the percentage of students who passed the KKM score, the
researcher used the following formula:
F
R= x 100 %
N
6x 100%
R=
32
R = 18.75%
After calculating pretest scores, it showed that the means score of
pretest was 55.6 means that only 6 students who passed the KKM and the
percentage of the students who passed the KKM was 18.75%. It could be
said that the students ability in using present continuous tense was still
low. Afterwards, it needs to find out the solution to overcome this
problem. The writer used Contextual Teaching Learning Approach in
teaching present continuous tense as an innovation in teaching learning
process. The action needed to develop students ability in using present
continuous tense.

B.The Implementation of the First Cycle

a. Planning
In this phase, To find the students ability in using present
continuous tense, the writer planned a lesson plan, selected the
appropriate material, picture, and exercise into lesson plan. Therefore,
the handout related to grammar material that will be taught in classroom,
preparing students worksheet. Beside that, the writer also prepare
unstructured observation sheet to observe the teacher and students
activities in teaching and learning process. And the writer also prepared
the posttest 1 to collect the data and to measure students achievement
from pretest to posttest. Determining the criteria of success with the
collaborator (75% of 32 students or 24 students achieve the Minimum
Mastery Criterion Kriteria Ketuntasan Minimal (KKM) of English 64
or above).
 49

b. Acting
The action of the cycle 1 was done on April 18th, 20th, and May 2th
2011. The writer as an English teacher did action by teaching VII grade
students of SMP Al-Mubarak Pondok Aren using contextual teaching
learning activities. She implemented the teaching learning process based
on the lesson plan has been made.
First Meeting (Monday, April 18th 2011)
The teacher sat down in the back row and sometime come to infront of
the class in order to observe and monitor all of the activities during the
action, and also not disturb the teaching learning process.
When the teacher started the class, she ask the students condition and
asked them the question that related to the material. the teacher asked one
student about his activity in the classroom, and the student answered that
He is studying English". The teacher write that sentence to the
whiteboard and asked all of students to read that sentence. Furthermore,
the teacher asked them to made another sentences with the same rule, and
gave an explanation about present continous tense. The teacher also
asked them to analyze the affirmative and negative sentences of present
continous tense based on the text was given by the teacher.

Second Meeting (Wednesday, April 20th 2011)

The students continued their first task and revised with the teacher. The
teacher asked them to make some sentences of present continous tense
based on the picture that showed by the teacher in the whiteboard. Then
the teacher made them a group of five to make a present continous
sentences based on the given worksheet (find the affirmative, negative
and interrogative sentences of present continous tense based on the
picture in the worksheet). Then, the teacher gave homework to the
 50

students. She ordered the students to make short diary, the students have
to write their daily acitvity by using present continuous tense.

Third Meeting (Monday, May 2nd 2011)

The teacher and the students reviewed the material and the students task.
Then, the teacher collected students worksheet. The teacher also asked
the students to make good sentences by related their own experience.
Afterwards, the teacher gave posttest cycle 1 in the next meeting to
measure students achievement from pretest to posttest 1 .

c. Observing
In this observation, the researcher as the observer tried to notice all
activities in the physical classroom activity on teaching learning process
by using contextual teaching learning.
The observer observed teaching learning process through observational
notes. In spite of the class done follow the main activity based on the
lesson plan but the class still had some problems such as: there are many
student became the trouble maker, they made the class noisy, it arouse
some students to make a joke and another noise by talking each other
when the teacher explain the material, so the other student hard to get
concentration. Then, the students couldnt understand the material
intensively and last they often cheat on their friends work.
The observation note divided into two part, they are:
The first meeting in this cycle 1 showed that most students
didnt pay attention when the teacher explained the materials.
Most of the students often made noise. There just a few students
only who paid attention to the teachers explanation. When the
teacher asked them to make the sentence of present continous
tense based on their activity in the classroom, most of them felt
difficult to make it, they took a long time to find a good sentence,
 51

because maybe they didnt understand how to related their

experience in real life to the material that they learn.
The second meeting observation showed that there was
difference among the first meeting and the second meeting. In the
second meeting some students seem paid attention to the teacher
explanation though there were few students still made noise.
When the teacher asked their previous task which became
homework, there was only some student who did it. So, the
teacher revised their work and repeated the same explanation
about learning present continous tense. When teacher asked some
questions related to the materials before, few of them could
answer correctly while some of them couldnt. Most of students
felt difficulties in making good sentences especially to add-ing
form to certain verb. And there were few students asked questions
when the teacher gave chance in order to check their worksheet.
When the teacher asked them to make a group of five to do the
task that was given, some of them cheated among the groups.
Nevertheless, the student was more involved when they work in a
group than individually.
Therefore, it can be said that there was improvement from the first, the
second, and the third meeting observation in the cycle one. Also, it can
be seen that the students become little active than the first meeting.

d. Reflecting
In this phase, the teacher has to understand the issue of teaching
learning process and the situation of class that to be taught. After the data
has been collecting by observer and teacher, the teacher and observer will
discuss and analyze the data of teaching-learning process and the data
from pretest and posttest 1. The teacher will reflect herself by seeing and
analyzing the result of the observation at VII grade students of SMP Al-
Mubarak. The writer concluded that it is very important for her to give
 52

more activities and medias that will make the students easier in
understanding present continous tense. Most students have difficulties in
implementing grammar rules in making present continous sentences,
although they have a good comprehension of grammar rules. Therefore,
it is very important to help them to make good sentences use correct rule
of grammar. The writer should give more attention and motivation toke
them motivating and interesting in learning grammar.

C. The Implementation of the Second Cycle

a. Planning
After finding the fact that the students ability in using present
continous tense was not good enough, which was proven by their pre-test
and post-test 1 scores, the writer planned the strategies of the research by
designing lesson plan, media, and the activity that will be conducted. The
second cycle was carried out to solve the problem found in cycle 1,
which were students ability in using present continous tense still low,
especially to make good sentences and add ing form to certain verb. The
writer used different activities in each meeting to make students
interesting in following teaching learning process.
b. Acting
In this phase, the writer conducted the teaching learning process in
the second cycle to get better result that was significant in developing
students ability in using present continous tense through contextual
teaching learning. The writer divided planning phase of cycle two into
three meetings. They are:
First Meeting (Monday, May 9th 2011)
In this phase the teacher taught the material according to lesson
plan, the teacher started the teaching learning process by asking students
conditions. Next, the teacher gave explanation to the students about the
material that would taught in this meeting.
 53

The teacher wrote some verb on the blackboard, and the students
asked to add ing form for each verb that was written on the blackboard.
Afterwards, the teacher gave an explanation about the way to add ing-
form to the verb. The teacher also gave chance for the students to asked
when they got the difficulties in learning this material. Next, the teacher
gave them colour papers, then, they have to found another students who
have same colour with them and then made a group according to the
colour they got. Then, the teacher gave a handout to every group, the
handout consist of five verbs, and each group got different verbs. The
teacher asked them to make sentences of present continous tense by using
those verb contextually.
The last action, the researcher concluded the result of instruction
and asked students difficulties. Finally, students were asked to develop
their ideas, opinions and gave positive response on each action was done
together.
Second Meeting (Wednesday, May 11th 2011)
The teacher and the students reviewed the material that was studied
in the previous meeting. Then the teacher explained the new material in
this meeting. The teacher gave simple explanation about the function of
present continous tense. She also gave opportunity for her students to
asked her when they got the difficulties in learning this material. Next,
the teacher gave handout to the students. The handout contain of the
dialogue between two person. In the dialogue there are seven sentences
of present continuous tense. The students have to match the sentences
with the function of present continuous tense that was written in the
worksheet. Then, the teacher asked the students to collect their work and
check together.
Third Meeting (Monday, 16th 2011)
In the third meeting the teacher used moving class to get new
athmosphere. The teacher asked the students to made a group of five and
asked them to looked around and wrote the activity they found around
 54

them. They have to write the activity by using present continuous tense.
Next, the leader of each group have to present their groups work to the
other group. And the teacher gave a chance to the other group to gave
their opinion and score for the other groups work, it used to motivated
them to make the best for their work. The teacher gave reward for the
best group. The teacher asked wether theres problem or difficulty. She
also motivated students to develop their ability in using present
continuous tense.
Furthermore, the teacher give posttest cycle 2 in the next meeting
to measure students ability in using present continuous tense from cycle
1 to cycle 2.
c. Observing
In this observation, the researcher observed the class done follow
the main activity based on the lesson plan. There were fewer trouble
makers so the class can drive easily. In this cycle the students more
active in following teaching learning activity than in the cycle 1. Most of
students want to participate in teaching learning process. And they also
brave to asked the teacher if they get the difficulties in learning present
continuous tense. When they work in a group, they work corporately by
giving and share their idea to their own group, even theres some student
who work passively, but its not too disturbing the class. They are more
confidence to work independently. It means they are not cheat to the
other students work.
Then, data from the second cycle observation showed that there
was slight difference from the first cycle. This slight difference was good
improvement of their performance in the class both work individually
and in a group. Almost all of the student work well and the students more
interesting and motivating in following teaching learning activity. Their
concentration has already developed to the class and the teacher
explanation.
 55

d. Reflecting
Based on the observation result of cycle 2, the observer found
success by conducting given. By observing teaching learning process, it
looked that students could develop their activities and creativities in
doing assignments. It could be known from their ability in making good
sentences of present continuous tense.
Students could develop their cooperation within their group and
also when they did the task individually. Almost all of them could
participate in the activity and they didnt need longer time to finish the
task like in the first cycle whereas the teacher didnt push them to finish
their work soon. They could present their work in front of the class to
share their idea to the other students. The new atmosphere in moving
class make students more interesting in following teaching learning
activity. The teacher also guided them intensively, especially when they
got difficulty.

D. The Data Analysis

1. The Result of Post Interview
After implementing contextual teaching learning approach, the
writer carried out the unstructured interview with the teacher. It was
conducted on Thursday, May 19th 2011 after accomplishing cycle 2. It
started at 08.20 A.M and finished at 09.00 A.M. It was to know the
teachers response concerning contextual teaching learning through CAR
that had been done.
From the post interview. It was found that the students condition
were better than before. In this sense, they could more focus on doing the
exercises individually and them cooperatively on doing exercise in a
group. Beside of the improvement of their ability in using present
continuous tense, the contextual teaching learning approach was able to
create students more active and creative in following teaching learning
 56

activity. It could be proven from students motivation to participate in

teaching learning process.
The teacher also said about the difficulty in implementing
contextual teaching learning approach that at the first time, she got
difficulty in explaining the concept. The teacher was confused because
she never uses this approach before. Moreover, most of students at first
confused to follow this approach. It so difficult to handle them in the
classroom. Hence, the teacher should be more explicit and creative in
explaining the material. Another difficulty was the spending time toward
students work in accomplishing exercises. But, this learning concept
help her to managing her students and to improve her students ability in
using present continuous tense. It also make her students more interesting
in studying grammar.

2. The Result of Post Questionnaire

After implementing contextual teaching learning approach, the
writer gave questionnaire called post questionnaire. It was aimed to know
the students responses in the teaching-learning process after contextual
teaching learning was implemented. It was conducted on Monday, May
23th 2011. The result was shown in the table as follows:
 57

Table 4.3
The Result of Post Questionnaire
No The students answer The result of the students answer
Yes Percentage No Percentage
(%) (%)
1 The students response toward
teaching-learning process
The students are interested in 27 84.4% 5 15.6%
the teaching-learning process
of grammar by using
contextual teaching learning
approach
The teaching-learning process 30 93.8% 2 6.2 %
was better than before
implementing contextual
teaching learning
The students were motivated 29 90.6% 3 9.4%
in the teaching-learning
process after the
implementation of contextual
teaching learning
Contextual teaching learning 28 87.5% 4 12.5 %
was suitable to be
implemented in learning
grammar
2 The result of the students
grammar activity
Contextual teaching learning 24 75 % 8 25 %
could help students to
generate their motivation in
 58

learning grammar
Contextual teaching learning 28 87.5 % 4 12.5 %
was helpful in solving their
difficulties in learning
grammar
The students could do the 25 78.1 % 7 21.9 %
grammar exercise easily after
contextual teaching learning
was implemented
3 The solution of the problems
in grammar
The teacher gave 29 90.6% 3 9.4%
opportunities to the students
to ask questions
The students used the 19 59.4% 13 40.6%
opportunity to give answer
The students ability in 26 81.25 % 6 18.75%
grammar was better than
before contextual teaching
learning was implemented
Mean 82.8% 17.2%

In the first category, it showed that there were 27 students (84.4%)

who were interested in the teaching-learning process of grammar by using
contextual teaching learning. In addition, 30 students (93.8%) stated that
the teaching-learning process was better than before implementing
contextual teaching learning approach. Then, it showed that 29 students
(90.6%) were motivated in the teaching learning process of grammar after
implementation of CTL. Moreover, 28 students (87.5%) stated that
 59

contextual teaching learning approach was suitable to be implemented in

learning grammar.
In the second category showed that 24 students (75%) stated that
contextual teaching learning approach could help students to generate their
motivation in learning grammar. Meanwhile, 28 students (87.5%) stated
that contextual teaching learning was helpful in solving their difficulties in
learning grammar. Next, 25 students (78.1%) stated that the students could
do the grammar exercise easily after contextual teaching learning was
implemented.
After that, in the last category, 29 students (90.6%) stated that the
teacher gave opportunities to the students to ask questions. Besides, 19
students (59.4 %) used the opportunity to give answer. The last, 26
students (81.25 %) claimed that their ability in grammar was better than
before contextual teaching learning was implemented.
Moreover, after the data was gathered from pre and post
questionnaire, the writer utilized the data to know students improvement
before and after implementing contextual teaching learning.

Table 4.4
The Result of Questionnaire
Pre Questionnaire Post Questionnaire
Mean 45.3% 82.8%
Improvement 37.5%

After discussing all the gathered data both before and after
implementing contextual teaching learning, generally it could be
concluded that there was improvement or good effects. It was known from
the mean of pre questionnaire was 45.3% and the mean score of post
questionnaire was 82.8%. Therefore, the improvement was 37.5 %. The
students gave positive responses 82% to the implementation of contextual
teaching learning in developing the students ability in using present
 60

continuous tense. Therefore, an effort to develop students ability in using

present continuous tense through contextual teaching learning was
successful.

3. The Result of Post Test

a. The Result of Post Test in the First Cycle
The researcher had done post-test I after implementing Classroom
Action Research. It was conducted on Wednesday, May 4th 2010. It started
at 08.20-09.05 A.M. there are actually 20 questions in multiple-choice
form in which the students carried out the test during 45 minutes.
Table 4.5
Students Scores of Post-test 1

STUDENTS CYCLE 1
NUMBER POSTTEST
S1 75*
S2 65
S3 45
S4 75*
S5 65
S6 75*
S7 85*
S8 75*
S9 65
S10 70*
S11 65
S12 80*
S13 55
S14 45
S15 75*
S16 15
S17 70*
S18 70*
S19 75*
S20 70*
S21 55
 61

S22 35
S23 55
S24 85*
S25 60
S26 55
S27 70*
S28 60
S29 55
S30 80*
S31 60
S32 70*
MEAN 2055

*student who passed the KKM (68) The scores are processed from
students answer sheets
From the data above, it can be made a chart as follows:

Figure 4.2
Students Grade Chart in Post-test 1

30
25
The number of students
20 who get score < KKM

15 The number of students

who get score = KKM
10
The number of students
5 who get score > KKM
0
< KKM KKM 68 > KKM

After conducting the posttest 1 of cycle 1, the researcher analyzed

the numerical data to get the average of students grammar score within
one cycle. It was used to know how well students score as a whole on
grammar skill from the pretest to posttest 1 result. It used formula:
 62

-
C=
x
N
-
C : mean
x : individual score
n : number of students
- 2055
C=
32
-
C = 64.2
In the 1st cycle of post-test 1, there were 16 students who passed the KKM.
If it was calculated into class percentage, it was derived 50% through the
formula:
F
P= 100 %
N
16
P: 100%
32
P: 50%
After calculating the scores of post-test 1, it showed that the mean scores
of posttest 1 are 64.2 and the percentage score of posttest 1 is 50%.
Compared with the scores of pre-test, it was known that there was
improvement from post-test 1. The mean of post-test 1 improves 8.6 (64.2-
55.6) and the class percentage which passed the KKM improved 31.75%
(50% - 18.75 %).
To get mean of students score per actions, the researcher wanted know
whether there might have students improvement into percentage or not,
she calculated as following:
y1 - y
R= 100%
y
64.2 - 55.6
P= 100 %
55.6
P = 15.46 %
P: percentage of students improvement
 63

y: pre-test result
y1: post-test 1
From the data above, it could be concluded that there was students
improvement between pre-test and post-test 1 with the percentage 15.46%.
The improvement was not enough so the researcher considered to
continuing the action to the second cycle.

b. The Result of Post Test in the Second Cycle

After continuing the action to the second cycle, the researcher did
the posttest 2 of cycle 2. It was conducted on May, 18th 2011. There are
actually 15 questions in multiple-choice form and 10 questions in fill in
the blank form in which the students carried out the test during 45 minutes.
Then, she utilized the data from the posttest 2 by using the same formula
as the previous.

Table 4.6
Students Scores of Post-test 2

STUDENTS CYCLE 2
NUMBER POSTTEST
S1 76*
S2 68*
S3 56
S4 76*
S5 72*
S6 84*
S7 84*
S8 68*
S9 68*
S10 80*
S11 76*
S12 84*
S13 68*
S14 70*
S15 80*
 64

S16 52
S17 72*
S18 80*
S19 84*
S20 56
S21 76*
S22 60
S23 68*
S24 68*
S25 76*
S26 48
S27 80*
S28 84*
S29 60
S30 84*
S31 76*
S32 72*
Mean 2306

*student who passed the KKM (68) The scores are processed from
students answer sheets
From the data above, it can be made a chart as follows:
Figure 4.3
Students Grade Chart in Post-test 2

30
25 The number of students
20 who get score < KKM

15 The number of students

who get score = KKM
10
The number of students
5
who get score > KKM
0
< KKM KKM 68 > KKM
 65

In the end of cycle two, the mean of students score in grammar

posttest 2 gained 72.06. It was derived from:
-
C=
x
N
-
C : mean
X: individual score
n: number of students
- 2306
C=
32
-
C = 72.06
In the second cycle of post-test 2, there were 26 students who
passed the KKM. If it was calculated into class percentage, it was derived
81, 25% through the formula:
F
P= 100%
N
26
P: 100%
32
P: 81.25%
After calculating the scores of post-test 2, it showed that the mean scores
of posttest 2 are 72.06 and the percentage score of posttest 2 is 81.25%.
Compared with the scores of pre-test it was known that there was
improvement from post-test 2. The mean of post-test 2 improves 16.46
(72.06 55.6) and the class percentage which passed the KKM improved
62.5% (81.25% 18.75%).

To know the improvement from the pretest to posttest 2 into

percentage, after getting the mean score 72.06, the writer made a
percentage calculation as following:
y1 - y
R= 100%
y
 66

72.06 - 55.6
P= 100 %
55.6
P = 29.60 %
P: percentage of students improvement
y: pre-test result
y2: post-test 2
Based on that computation, it could be seen that the posttest 2 had
29.60% improvement from the pretest.
The implementation of cycle 2, was derived 81.25% (26 students)
had achieved the target of minimum mastery criterion. It could be known
from students score as follows: the highest score was 8.4 and the lowest
score was 4.8. Based on the implementation of cycle 2, it could be
concluded that 81.25% (26 students) with minimum mastery criterion 68
had achieved and did not continue to next cycle.

E. Interpretation of Data
The result of the research at VII grade of SMP Al Mubarak, Pondok
Aren by using contextual teaching learning in teaching present continous
tense shows that the students average in pre-test was 55.6, the average
score in post-test 1 was 64.2 and the average score in post-test 2 was
72.06. While the improvement score from pre-test to post test 1 was
15.46%, then from pre-test to post-test II was 29.60%. The percentage of
the students improvement in pre-test to post-test 1 was 50%, and pre-test
to post-test II was 81.25%. The students percentage who passed the
Minimum Mastery Criterion-Criteria Ketuntasan Minimal (KKM) in pre-
test was 18.75%, in post-test 1 were 50%, and in post-test 2 were 81.25%.
These data can be concluded that contextual teaching learning
motivates the students to study English and develop their grammar ability
in using present continuous tenses. In addition, the analysis of the data
shows that there is a significant difference of students achievement in the
pre-test and post-test. This is proved in cycle 2 students ability in using
 67

present continuous tenses through contextual teaching learning has shown

the target is achieved.
Here, the researcher describes the result of CAR in every cycle on the
table below:

Table 4.4
Percentage of Students Grade Improvement
Students understanding of
No Cycle present continuous tense Percentage
lowest Highest
1 1 1.5 8.5 50 %
2 2 4.8 8.4 81.25 %

Table 4.5
Data of Research Result
No Test Average Percentage
Activities
1 Pre-test 55.6 18.75%
2 Post-test 1 64.2 50%
3 Post-test II 72.06 81.25%

Here, the chart of analysis students grade from pre-test to post-test II

Figure 4.4
Students Grade Chart from Pre-test to Post-test II

30
Pre-Test
20
Post-Test 1
10
Post-Test 2
0
< KKM KKM 68 > KKM

Next, list of table students score of pre-test, post-test 1, and post-test 2:

 68

Table 4.6
Students Score of Pretest, Posttest 1, and Posttest 2

STUDENTS CYCLE 1 CYCLE 2

PRETEST
NUMBER POSTTEST POSTTEST
S1 55 75* 76*
S2 60 65 68*
S3 20 45 56
S4 70* 75* 76*
S5 65 65 72*
S6 60 75* 84*
S7 75* 85* 84*
S8 65 75* 68*
S9 70* 65 68*
S10 60 70* 80*
S11 60 65 76*
S12 70* 80* 84*
S13 40 55 68*
S14 55 45 70*
S15 60 75* 80*
S16 15 15 52
S17 70* 70* 72*
S18 60 70* 80*
S19 55 75* 84*
S20 55 70* 56
S21 55 55 76*
S22 45 35 60
S23 50 55 68*
S24 50 85* 68*
S25 40 60 76*
S26 65 55 48
S27 60 70* 80*
S28 65 60 84*
S29 50 55 60
S30 70* 80* 84*
S31 35 60 76*
S32 55 70* 72*
Mean 1780 2055 2306
*: The student who passed The Minimum Mastery Criterion (KKM) 68
 69

F. Discussion
This part covers the discussion of the teaching grammar by using
contextual teaching learning. The discussion is based on how contextual
teaching learning can develop the students ability in using present
continous tense.
The finding of the study proved that contextual teaching learning
can develop the students ability in using present continuous tense. It can
be seen from the improvement of the students score. The students average
score of pretest was 55.6. After the implementation of contextual teaching
learning approach, the average scores of posttest 1 cycle 1 was 64.2. Then
the writer continued to the second cycle with the average of posttest 2 was
72.06 or 81.25% passed The Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) 68 as the criterion of success determined.
Besides, improving the students score, the implementation of contextual
teaching learning got positive responses from students in their teaching-
learning process of grammar. It was proven that 82.8 % of the students
showed good or positive responses to the implementation of contextual
teaching learning. Hence, contextual teaching learning can develop the
students ability in using present continuous tense and can be used as an
innovation and alternative technique in teaching grammar.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
After conducting CAR at VII grade of SMP Al Mubarak, Pondok
Aren academic year 2010/2011, The result of Classroom Action
Research shows using contextual teaching learning can develop students
ability in using present continuous tense effectively. Based on the
research, the writer concludes that:
1. From the result of observation during the teaching-learning process of
grammar, it showed that the students were motivated in the teaching-
learning process. They also more active and creative in following
teaching learning activity
2. From the result of interview, it showed that the class condition during
teaching learning process was also quite good and creates the positive
atmosphere in the classroom. The students more interesting in learning
grammar
3. From the result of questionnaire, it proved that 82. 8% students gave
positive responses to the implementation of contextual teaching
learning in the teaching learning of grammar.
4. From the result of the analysis of the research, it is proven that the
students score of grammar by implementing contextual teaching
learning is better. This result has proven from the improvement of
students ability and scores from pretest, post-test 1, and post-test 2 .

70
 71

The result of mean score of the class in pre-test who passes the KKM
(68) is 6 students or 18.75%. Then, in the post-test 1 of cycle I, the
result is 16 students or 50%, next in the post-test 2 of cycle II, the
students who pass the KKM is 26 students or 81.25%, It showed that
learning grammar by using contextual teaching learning is successful.
Therefore, contextual teaching learning can develop students ability
in using present continuous tense.

B. Suggestion
After conducting the study, the writer would like to give some
suggestions that might be useful in applying contextual teaching learning
approach. The suggestions are as follow:
1. For the teachers
The teacher should be active, creative, and innovative in teaching the
students in the classrooms, it can influence the students responses in
learning the material. Using contextual teaching learning approach is
effective strategy to develop students ability.
2. For other researcher
The result of the study can be used as an additional reference or
further research with different discussion.
 72

BIBLIOGRAPHY

Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009

Azar, Betty Schrampfer, Understanding and Using English Grammar (2nd edition), New
Jersey: Prentice Hall Regents, 1989
Bailey, Kathleen M, Learning about Language Assessment: Dillemas, Decisions, and
Direction, London: Heinle & Heinle Publisher, 1998
Cambridge Advanced Learner (6th edition), New York: Oxford University Press, 2005
Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Dasar dan Menengah.
Pendekatan KontekstualContextual Teaching and Learning (CTL), Jakarta: 2003
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, Jakarta: 2003
Gronlund, Norman E, Construction Achievement Test, New York: Prentice Hall, 1982
Heaton, J. B, Classroom Testing, New York: Longman Inc, 1990
Hughes, Arthur, Testing for Language Teachers second edition, Cambridge: Cambridge
University Press, 1989
Harmer, Jeremy, The Practice of English Language Teaching new edition, New York:
Longman, 1991
Johnson, Elaine B, Contextual Teaching & Learning, Bandung: MLC, 2006
Kohonen, Viljo, Authentic Assessment in Affective Foreign Language Education, Cambridge:
Cambridge University Press, 1999
Kusumah, Wijaya and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta: PT
Indeks, 2009
Meltzer, David E, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest
Scores,(Iowa: Department of Physic and Astronomy, 2008
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, Ohio: Merrill
Prentice Hall, 2003
Murphy, Raymond, English Grammar in Use, Cambridge: Cambridge University Press, 1985
Nurhadi, et al. Pembelajaran Kontekstual dan Penerapannya dalam KBK, Malang:
Universitas Negeri Malang,2004
Oxford Dictionary, New York: Oxford University Press.2000
 73

Parrott, Martin, Grammar for English Language Teachers, Cambridge: Cambridge

University Press, 2000
Sudijono, Anas, Pengantar Statistika Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002
Swan, Michael, Practical English Usage, Hongkong: Oxford University Press, 1980
Tambunan, Wilmar, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998
Thomson, A.J and A.V Martinet, A Practical English Grammar third edition. New York:
Oxford University Press, 1986
Wallace, Michael J, Action Research for Language Teachers, Cambridge: Cambridge
University Press, 2006
http://www.texascollaborative.org/WhatIsCTL.htm

http://www.ateec.org/learning/instructor/contextual.htm
 74

APPENDIX 1a

INTERVIEW BEFORE CAR

1. Selama ibu mengajar di kelas VII ini, apa masalah yang menjadi kendala dalam proses
pembelajaran di kelas?
2. Menurut ibu, apakah muridnya aktif dalam pelajaran bahasa Inggris?
3. Berapa KKM untuk pelajaran Bahasa Inggris? Dan bagaimana dengan hasil perolehan
nilai siswa-siswi ibu dalam pelajaran bahasa Inggris?
4. Bagaimana tanggapan siswa-siswi ibu mengenai pelajaran grammar dalam bahasa
Inggris? Apakah mereka mengalami kesulitan dalam pelajaran grammar?
5. Bagaimana cara Ibu mengajar grammar kepada anak-anak?
6. Bagaimana respon mereka terhadap tugas-tugas yang ibu berikan?
7. Bagaimanakah kemampuan murid kelas VII dalam pelajaran grammar?
8. Pernahkah ibu melibatkan mereka dalam aktifitas yang menuntut mereka untuk berbicara
tanpa harus dihapal?
9. Dalam pelajaran grammar, jenis tenses apa yang harus dikuasai oleh siswa-siswi kelas
VII? Dan jenis tenses apa yang sudah ibu berikan kepada mereka?
10. Metode apa yang ibu gunakan dalam mengajar grammar?
11. Apakah sejauh ini metode itu sangat efektif untuk mengembangkan pemahaman siswa
tentang grammar?
 75

APPENDIX 1b

THE RESULT OF INTERVIEW BEFORE CAR

SCRIPT WAWANCARA DENGAN GURU BAHASA INGGRIS KELAS VII

SMP AL MUBARAK PONDOK AREN

Pewawancara : Ulfianti Ulfa

Pihak yang diwawancarai : Dra. Romlah

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Senin, 11 April 2011

Waktu : 08.20 09.50

Tempat : Ruang Guru

Interviewer : Selama ibu mengajar di kelas VII ini, apa masalah yang menjadi kendala
dalam proses pembelajaran di kelas?

Interviewee : Ada beberapa hal yang menjadi kendala dalam proses belajar mengajar, salah
satunya adalah latar belakang kemampuan siswa dalam berbahasa Inggris.
Terlebih lagi mereka lulusan dari sekolah dasar. Mereka masih malu untuk
mengekspresikan kemampuan mereka dalam bahasa Inggris. Dan ada beberapa
siswa yang latar belakang kemampuan berbahasa Inggrisnya masih dibawah
standar.

Interviewer : Menurut ibu, apakah muridnya aktif dalam pelajaran bahasa Inggris?

Interviewee : Terkadang mereka aktif, namun terkadang mereka kurang merespon.

Interviewer : Berapa KKM untuk pelajaran Bahasa Inggris? Dan bagaimana dengan hasil
perolehan nilai siswa-siswi ibu dalam pelajaran bahasa Inggris?

Interviewee : Untuk pelajaran bahasa Inggris KKM nya 68. Dan mengenai perolehan nilai
siswa sudah hampir 70% memenuhi KKM.

Interviewer : Bagaimana tanggapan siswa-siswi ibu mengenai pelajaran grammar dalam

bahasa Inggris? Apakah mereka mengalami kesulitan dalam pelajaran
grammar?

Interviewee : Sebagian dari mereka belum memahami grammar dengan baik, hal ini
dikarenakan ada beberapa kendala yang membuat mereka sulit memahaminya,
salah satunya adalah latar belakang kemampuan siswa yang kuran baik dalam
pelajaran bahasa Inggris.
 76

Interviewer : Bagaimana cara Ibu mengajar grammar kepada anak-anak?

Interviewee : Biasanya dengan memberikan rumus kalimat dan contoh kalimatnya,

kemudian anak-anak diberikan penjelasan mengenai rumus dan contoh kalimat
tersebut, setelah itu mereka mengerjakan latihan yang ada dibuku mengenai
grammar, bahkan kadang-kadang saya meminta mereka membuat contoh
kalimat berdasarkan rumus kalimat yang sudah diberikan.

Interviewer : Bagaimana respon mereka terhadap tugas-tugas yang ibu berikan?

Interviewee : Sangat baik, tapi biasanya butuh waktu cukup lama untuk mereka supaya
maju ke depan kelas. Dan terkadang tugas-tugas yang diberikan tidak dapat
segera diselesaikan oleh siswa, dan dijadikan pekerjaan rumah

Interviwer : Bagaimanakah kemampuan murid kelas VII dalam pelajaran grammar?

Interviewee : Lumayan, tapi mereka butuh waktu untuk memikirkan contoh kalimat yang
harus mereka buat.

Interviwer : Pernahkah ibu melibatkan mereka dalam aktifitas yang menuntut mereka untuk
berbicara tanpa harus dihapal?

Interviewee : Ya, kadang-kadang. Tapi sangat sulit untuk mencari kegiatan-kegiatan seperti
itu, dan juga takutnya memakan waktu yang lama.

Interviwer : Dalam pelajaran grammar, jenis tenses apa yang harus dikuasai oleh siswa-
siswi kelas VII? Dan jenis tenses apa yang sudah ibu berikan kepada mereka?

Interviewee : mereka harus menguasai simple present tense dan present continous tense.
Untuk simple present tense sudah mereka pelajari pada semester pertama, dan
untuk present continous tense baru akan diajarkan pada semester kedua ini.

Interviewer : Metode apa yang ibu gunakan dalam mengajar grammar?

Interviewee : Metode yang digunakan biasanya menggunakan metode lama yaitu

memberikan rumus kalimat terlebih dahulu dan kemudian memberikan contoh
kalimatnya kepada siswa.

Interviewer : Apakah sejauh ini metode itu sangat efektif untuk mengembangkan
pemahaman siswa tentang grammar?

Interviewee : Ya, sejauh ini mereka bisa mengikuti pelajaran grammar dengan baik,
meskipun ada sebagian siswa yang masih kurang pemahamannya tentang
grammar.

Interviewer Interviewee

ULFIANTI ULFA Dra. ROMLAH

 77

Appendix 2a

Interview After Classroom Action Research

1. Apa pendapat anda, setelah meilhat pembelajaran grammar dengan menggunakan

contextual teaching learning?
2. Bagaimana kondisi siswa ibu dalam pembelajaran grammar (present continuous
tense) setelah menggunakan pendekatan contextual teaching learning?
3. Apakah Ibu merasa termotivasi setelah melihat penggunaan contextual teaching
learning dalam pembelajaran di kelas?
4. Bagaimana kemampuan pemahaman siswa ibu terhadap materi present continuous
tense setelah menerapkan contextual teaching learning dalam pembelajaran grammar?
5. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses
pembelajaran grammar dengan menggunakan contextual teaching learning?
6. Kendala apa yang terlihat ketika belajar grammar menggunakan contextual teaching
learning?
7. Menurut anda, bagaimana cara mengatasi kendala itu?
8. Bagaimana partisipasi siswa ketika pembelajaran grammar menggunakan contextual
teaching learning berlangsung?
9. Setelah mengobservasi pembelajaran grammar dengan menggunakan contextual
teaching learning, apakah strategi pembelajaran contextual teaching learning efektif
diterapkan pada pembelajaran grammar?
10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran contextual
teaching learning dapat meningkatkan kemampuan siswa dalam memahami grammar
(present continuous tense)?
 78

Appendix 2b

The result of post interview in the last of classroom action research

VII grade Junior High School of SMP Al Mubarak

Pewawancara : Ulfianti Ulfa

Pihak yang diwawancarai : Dra. Romlah
Jabatan : Guru Bahasa Inggris
Hari/ Tanggal : Kamis, 09 mei 2011
Waktu : 08.20 09.00
Tempat : Ruang Guru

Interviewer: Apa pendapat anda, setelah meilhat pembelajaran grammar dengan

menggunakan contextual teaching learning?

Interviewee: Saya melihat para siswa termotivasi dalam pembelajaran grammar, apalagi
ketika anak-anak diminta untuk bekerja dalam kelompok, mereka terlihat aktif
dan kompak. Mereka juga mau berpartisipasi dalam setiap kegiatan belajar
mengajar di kelas.
Interviewer: Bagaimana kondisi siswa ibu dalam pembelajaran grammar (present
continuous tense) setelah menggunakan pendekatan contextual teaching
learning?

Interviewee: Saya sangat senang melihat perkembangan kemampuan siswa dalam

mempelajari grammar (present continous tense). Dilihat dari hasil test yang
dilakukan mereka telah mengalami kemajuan dalam memahami materi present
continuous tense.
Interviewer: Apakah Ibu merasa termotivasi setelah melihat penggunaan contextual
teaching learning dalam pembelajaran di kelas?

Interviewee: Kegiatan yang dilakukan sangat bagus untuk melatih kerjasama dan kreatifitas
siswa, Belajar dengan cara menghubungkan materi yang diajarkan dengan
kegiatan atau pengalaman siswa membuat siswa lebih mudah memahami
materi present continuous tense yang diajarkan oleh guru. Saya pun merasa
termotivasi untuk menggunakan contextual teaching learning.
 79

Interviewer: Bagaimana kemampuan pemahaman siswa ibu terhadap materi present

continuous tense setelah menerapkan contextual teaching learning dalam
pembelajaran grammar?

Interviewee: Setelah menggunakan contextual teaching learning siswa terlihat lebih aktif
dan berpartisipasi dalam kegiatan belajar mengajar, sehingga kemampuan
mereka dalam memahami materi present continuous tense menjadi lebih baik.

Interviewer: Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses
pembelajaran grammar dengan menggunakan contextual teaching learning?

Interviewee: Menurut pendapat saya aktivitas dengan menggunakan contextual teaching

learning yang sangat efektif dan memotivasi siswa dalam belajar serta
membuat siswa tertarik dengan kegiatan pembelajaran di kelas.
Interviewer: Kendala apa yang terlihat ketika belajar grammar menggunakan contextual
teaching learning?
Interviewee: Kendala yang terlihat yaitu ketika siswa harus membuat kalimat present
continuous tense. Kebanyakan dari mereka kekurangan vocabulary untuk
membuat kalimat yang sesuai dengan apa yang dimaksud oleh mereka

Interviewer: Menurut anda, bagaimana cara mengatasi kendala itu?

Interviewee: Seperti yang telah kita diskusikan bersama bahwa untuk mempermudah siswa
dalam membuat kalimat dibutuhkan media yang dapat membantu mereka
menambah kosakata seperti kamus. Jadi setiap siswa dianjurkan untuk
membawa kamus minimal dalam satu kelompok 1 orang membawa kamus.

Interviewer: Bagaimana partisipasi siswa ketika pembelajaran grammar menggunakan

contextual teaching learning berlangsung?

Interviewee: Siswa terlihat bersemangat dalam mengikuti pelajaran, hal ini sangat baik,
siswa yang tadinya tidak begitu percaya diri dan pemalu, sekarang sudah mulai
tertarik dan percaya diri untuk berpartisipasi dalam kegiatan belajar mengajar
dengan menggunakan contextual teaching learning.

Interviewer: Setelah mengobservasi pembelajaran grammar dengan menggunakan

contextual teaching learning, apakah strategi pembelajaran contextual teaching
learning efektif diterapkan pada pembelajaran grammar?
 80

Interviewee: Ya, saya melihat pendekatan contextual teaching and learning sangat efektif
digunakan untuk pembelajaran grammar, karena contextual teaching and
learning dapat meningkatkan motivasi dan kreatifitas anak dalam belajar.
Belajar dengan cara menghubungkan pengalaman siswa dengan materi yang
diajarkan membuat siswa lebih mudah untuk memahami materi yang mereka
pelajari.

Interviewer: Setelah menjadi observer, Menurut anda, apakah strategi pengajaran

contextual teaching learning dapat meningkatkan kemampuan siswa dalam
memahami grammar (present continuous tense)?

Interviewee: Ya, menurut saya contextual teaching learning dapat meningkatkan

kemampuan siswa karena dapat mempermudah siswa dalam memahami
grammar. Hal ini juga dapat terlihat dari kemampuan siswa yang semakin baik
pada setiap siklus.

Interviewer Interviewee

Ulfianti Ulfa Dra. Romlah

 81

APPENDIX 3a

Questionnaire for students before CAR

Kelas :

Petunjuk:
1. Tulislah nama dan kelas di tempat yang telah disediakan
2. Berilah tanda checklist () pada salah satu jawaban Ya atau Tidak
3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!
4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak
diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan
5. Terimakasih atas bantuan dan kerjasamanya.

No Pertanyaan Ya Tidak
1 Apakah kamu merasa bersemangat ketika mengikuti
pelajaran bahasa Inggris?
2 Apakah kamu dengan mudah memahami materi present
continous tense dalam bahasa Inggris selama ini?
3 Apakah kamu merasa puas dengan nilai bahasa Inggris
selama ini?
4 Apakah kamu dapat menjawab pertanyaan dari guru
mengenai materi bahasa Inggris yang diajarkan?
5 Apakah kamu sering bertanya kepada guru jika ada kesulitan
dalam materi present continous tense?
6 Apakah kamu merasa teknik yang digunakan guru dapat
mengatasi kesulitan dalam memahami materi present
continous tense?
7 Apakah teknik yang digunakan guru dapat membantumu
mengembangkan kemampuanmu dalam memahami bentuk
kalimat present continous tense?
8 Apakah guru sering memberikan latihan untuk
mengembangkan kemampuanmu dalam memahami kalimat
present continous tense?
9 Apakah kamu dapat mengerjakan tugas membuat kalimat
present continous tense dengan mudah?
10 Apakah kamu suka dengan metode yang digunakan oleh
gurumu dalam mengajarkan materi present continous tense?
81
 82

Appendix 3b

Result of Questionnaire for students before CAR

The result of the students answer
No The students answer Percentage Percentage
Yes No
(%) (%)
1 The students response toward
teaching-learning process.
The students were motivated
in the teaching-learning 11 34.3% 21 65.6%
process.
The students understood to
15 46.8% 17 53.1%
the teachers explanation.
2 The result of the students
grammar activity.
The students were satisfied
20 62.5% 12 37.5%
with their score in grammar.
The students answered the
teachers questions about 12 37.5% 20 62.5%
grammar material.
3 The solution of the problems in
grammar.
The students asked their
difficulty in grammar to the 8 25% 24 75%
teacher.
The teacher implemented the
suitable technique to solve 10 31.2% 22 68.7%
difficulties in grammar.
The technique could help
students in developing 14 43.7% 18 56.2%
students ability in grammar
 83

easily.
The teacher gave exercise to
develop students ability in 28 87.5% 4 12.5%
grammar.
The students could do the
14 43.7% 18 56.2%
task easily.
The students like the
technique that the teacher use 13 40.6% 19 59.3%
in teaching grammar material.
Mean 45.3% 54.7%
 84

Appendix 4a
Questionnaire for students after CAR
Kelas :

Petunjuk:
1. Berilah tanda checklist () pada salah satu jawaban Ya atau Tidak
2. Jawablah dengan jujur sesuai dengan keadaan sebenarnya!
3. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak
diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan
4. Terimakasih atas bantuan dan kerjasamanya.

No Pertanyaan Ya Tidak

1 Siswa tertarik dengan proses pembelajaran grammar dengan

pendekatan contextual teaching learning.
2 Proses belajar mengajar terlihat lebih baik setelah guru
menggunakan pendekatan contextual teaching learning didalam
kelas.
3 Siswa memiliki motivasi dalam proses belajar mengajar setelah
guru menggunakan contextual teaching learning.
4 Contextual teaching learning sangat cocok digunakan dalam
mempelajari grammar.
5 Contextual teaching learning dapat membantu siswa memiliki
motivasi dalam mempelajari grammar.
6 Contextual teaching learning sangat membantu siswa
menyelesaikan masalah mereka dalam mempelajari grammar.
7 Siswa dapat mengerjakan soal-soal grammar dengan mudah
setelah pendekatan contextual teaching learning diberlakukan di
dalam kelas.
8 Guru memberikan kesempatan kepada siswa untuk menjawab
pertanyaan.
9 Siswa menggunakan kesempatan tersebut uuntk menjawab
pertanyaan.
10 Siswa memiliki kemampuan grammar yang lebih baik
dibandingkan sebelum diberlakukannya pendekatan contextual
teaching learning dalam proses pembelajaran grammar.
85
 85

APPENDIX 4b

Result of Questionnaire for students after CAR

No The students answer The result of the students answer
Yes Percentage No Percentage
(%) (%)
1 The students response toward
teaching-learning process
The students are interested in 27 84.4% 5 15.6%
the teaching-learning process
of grammar by using
contextual teaching learning
approach
The teaching-learning process 30 93.8% 2 6.2%
was better than before
implementing contextual
teaching learning
The students were motivated 29 90.6% 3 9.4%
in the teaching-learning
process after the
implementation of contextual
teaching learning
Contextual teaching learning 28 87.5% 4 12.5%
was suitable to be
implemented in learning
grammar
2 The result of the students
grammar activity
Contextual teaching learning 24 75% 8 25%
could help students to
 86

generate their motivation in

learning grammar
Contextual teaching learning 28 87.5% 4 12.5%
was helpful in solving their
difficulties in learning
grammar
The students could do the 25 78.1% 7 21.9%
grammar exercise easily after
contextual teaching learning
was implemented
3 The solution of the problems
in grammar
The teacher gave 29 90.6% 3 9.4%
opportunities to the students
to ask questions
The students used the 19 59.4% 13 40.6%
opportunity to give answer
The students ability in 26 81.25% 6 18.75%
grammar was better than
before contextual teaching
learning was implemented
Mean 82.8% 17.2%
 87

Appendix 5a

Instrument of Pre-Test

Name : Date :

Class :

Choose the best answer by crossing (X) a, b, c, or d!

1. Dimas : Do you can drive a car?

Fabian : I can not drive a car yet. But now I............................it.
a. are learning c. is learning
b. am learning d. learn

2. Today is Sunday. Fira is .......................

a. not go to school c. go to school
b. not going to school d. goes to school

3. It is a long holiday. My parents ................

a. are working c. are not works
b. is work d. are not working

4. (At school)
Najwan : Good morning, Naufal. Are you going to English course today?
Naufal : No, ...........................
a. are you c. I am not
b. you are not d. am I
5. Ari is holding a ball. He .................. basket ball with his friend today.
a. was playing c. is playing
b. play d. is not playing
6. Are you ............... at me?
a. looking c. looks
b. look d. looked
7. We ............................ English at the moment.
a. are studying c. studies
b. study d. is studying
8. Look ! She ....................... very fast.
a. run c. runs
b. is running d. are running
9. Be quiet! The baby .....................
a. sleep c. is sleeping
b. are sleeping d. is not sleeping
10. (At kitchen)
Falen : What are you cooking, mom?
Mother : .......................... a steak.
a. I grill c. I am not grilling
b. I am grilling d. am I grilling
11. (At garden)
 88

Mayang : What are you doing Putri?

Putri : I ........................ flowers.
a. water c. am water
b. am watering d. am not watering
12. Yulianto and his friends ...................... in the lake at the moment.
a. are swimming c. swim
b. is wimming d. were swimming
13. Zhiva ........................ Jakarta now.
a. leave c. was leaving
b. is leaving d. leaves
14. Everyone ............................ very hard today.
a. are working c. works
b. is working d. work
15. They ......................... around the school at the moment.
a. looks c. is looking
b. look d. are looking
16. Are you................ for Dina?
a. wait c. waiting
b. waits d. waited
17. Alisa : Is it ....................?
Rifa : No, not right now
a. rain c. rains
b. raining d. was raining
18. You have studied hard. Your English is ................. better now.
a. get c. got
b. gets d. getting
19. Im tired. I .................... to bed now. Goodnight!
a. is going c. go
b. am going d. are going
20. He .................... with some friends until he find a flat.
a. live c. are living
b. lives d. is living

**GOOD LUCK**
 89

ANSWER KEY OF PRE TEST

1. B
2. B
3. D
4. C
5. C
6. A
7. A
8. B
9. C
10. B
11. B
12. A
13. B
14. B
15. D
16. C
17. B
18. D
19. B
20. D
 90

Appendix 5b
Instrument of Post-Test 1
Name : Date :
Class :
Choose the best answer by crossing (X) a, b, c, or d!

1. He .................. basket ball with his friend in the field.

a. was playing c. is playing
b. play d. is not playing
2. I am ................. to English course today.
a. not going c. dont go
b. not go d. didnt go
3. Im tired. I .................... to bed now. Goodnight!
a. is going c. go
b. am going d. are going
4. They ......................... around the school at the moment.
a. looks c. is looking
b. look d. are looking
5. Alisa : Is it ....................?
Rifa : No, not right now
a. rain c. rains
b. raining d. was raining
6. She .................... in my house until she find a flat.
a. live c. are living
b. lives d. is living
7. Are you ............... my socks?
a. washing c. washed
b. wash d. washes
8. Yulianto and his friends ...................... in the lake at the moment.
a. are swimming c. swim
b. is wimming d. were swimming
9. (At garden)
Mayang : What are you doing Putri?
Putri : I ........................ flowers.
a. water c. am water
b. am watering d. am not watering
10. Look ! She ....................... very fast.
a. run c. runs
b. is running d. are running
11. Today is Sunday. Fira is .......................
a. not go to school c. go to school
b. not going to school d. goes to school
12. Dimas : Do you can drive a car?
Fabian : I can not drive a car yet. But now I............................it.
 91

a. are learning c. is learning

b. am learning d. learn
13. (At kitchen)
Falen : What are you cooking, mom?
Mother : .......................... a steak.
a. I grill c. I am not grilling
b. I am grilling d. am I grilling
14. Audys condition ................. better now.
a. get c. got
b. gets d. is getting
15. It is along holiday. My parents ................
a. are working c. are not works
b. is work d. are not working
16. Be quiet! The baby .....................
a. sleep c. is sleeping
b. are sleeping d. is not sleeping
17. Zhiva ....................... here now.
a. stay c. was staying
b. is staying d. stayed
18. We ............................ English at the moment.
a. are studying c. studies
b. study d. is studying
19. Everyone ............................ very hard today.
a. are working c. works
b. is working d. work
20. Are you................ for Dina?
a. wait c. waiting
b. waits d. waited
 92

ANSWER KEY OF POST TEST 1

1. C
2. A
3. B
4. D
5. B
6. D
7. A
8. A
9. B
10. B
11. B
12. B
13. B
14. D
15. D
16. C
17. B
18. A
19. B
20. C
 93

Appendix 5c
Instrument of Post-Test 2

Class : Date :

Name :

I. Choose the right answer by crossing (X) a, b, c, or d!

1. You ................. a lot of noise. Could you be quieter? I have to concentrate.

a. make c. are making
b. makes d. is making
2. Alena ........................... to school today. She is ill.
a. are not going c. go
b. goes d. is not going
3. We can go out now. It ........................... any more.
a. was not raining c. rain
b. is not raining d. rains
4. Suzi like music. She is ................... guitar now.
a. plays c. played
b. playing d. play
5. Gilang is .................... coffee at the moment.
a. drinks c. drinking
b. drank d. drink
6. Stop! Are you ..................... the notice?
a. see c. seeing
b. saw d. seen
7. He is .................. his boy to ride.
a. teach c. taught
b. teachs d. teaching
8. The traffic ............... so much noise.
a. is making c. make
b. are making d. makes
9. Sabrina ............ the pop songs.
a. are singing c. is singing
b. was singing d. sings
10. Tom ..................... a newspaper at the moment. He is watching television.
a. is not reading c. was not reading
b. not read d. didnt read
11. Anita .......................... her dirty clothes.
a. washes c. was washing
b. is washing d. washed
12. We ...................... going to the cinema. Our mother forbidden us.
a. are not going c. go
b. not go d. went
13. They ............................. in the night.
a. sleep c. are sleeping
b. was sleeping d. sleeping
 94

14. She ...................... a her favorite food.

a. cook c. cooks
b. are cooking d. is cooking
15. My brother .............................. home today.
a. comes c. are coming
b. came d. is coming

II. Fill in the blanks with the correct answer!

1. I am ................... (sit) on the chair right now.

2. The sun ............................ (shine) bright today.
3. You ....................... (write) a letter now.
4. I .............................(enjoy) the concert right now.
5. He ............................ (travel) around the Europe to promote his new album this year.
6. Eliza ......................... (take) English course this month.
7. We are probably ........................ (spend) our long holiday in the village.
8. I am always ............................ (lose) my pen.
9. Mr. and Mrs. Dayat ......................... (live) in Malang now.
10. Mr. Budi ............................ (smoke) a cigarrete.
 95

ANSWER KEY OF POST TEST 2

MULTIPLE CHOICE

1. C
2. D
3. B
4. B
5. C
6. C
7. D
8. A
9. C
10. A
11. B
12. A
13. C
14. D
15. D

ESSAY

1. Sitting 6. Taking
2. Shinning 7. Spending
3. Writing 8. Losing
4. Enjoying 9. Living
5. Traveling 10. Smoking
 96

Appendix 6a

LIST OF STUDENTS SCORE

STUDENTS CYCLE 1 CYCLE 2

PRETEST
NUMBER POSTTEST POSTTEST
Student 1 55 75* 76*
Student 2 60 65 68*
Student 3 20 45 56
Student 4 70* 75* 76*
Student 5 65 65 72*
Student 6 60 75* 84*
Student 7 75* 85* 84*
Student 8 65 75* 68*
Student 9 70* 65 68*
Student 10 60 70* 80*
Student 11 60 65 76*
Student 12 70* 80* 84*
Student 13 40 55 68*
Student 14 55 45 70*
Student 15 60 75* 80*
Student 16 15 15 52
Student 17 70* 70* 72*
Student 18 60 70* 80*
Student 19 55 75* 84*
Student 20 55 70* 56
Student 21 55 55 76*
Student 22 45 35 60
Student 23 50 55 68*
Student 24 50 85* 68*
Student 25 40 60 76*
Student 26 65 55 48
Student 27 60 70* 80*
Student 28 65 60 84*
Student 29 50 55 60
Student 30 70* 80* 84*
Student 31 35 60 76*
Student 32 55 70* 72*
Mean 1780 2055 2306
*The student who passed The Minimum Mastery Criterion (KKM) 68
 97

Students' Score Progression Chart

80
PRE TEST
60 POST TEST 1
POST TEST 2
40

20

0
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32
 98

APPENDIX 7a

RESULT OF STUDENTS PRE-TEST

PRETEST
STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 NILAI xt xt2
S1 1 0 1 1 0 0 1 0 0 1 1 1 0 0 1 1 0 1 1 0 55 11 121
S2 1 0 0 1 1 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 60 12 144
S3 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 0 0 0 1 0 20 4 16
S4 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 0 0 1 1 1 70 14 196
S5 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 0 0 1 0 65 13 169
S6 1 0 0 0 1 1 1 1 0 1 1 1 0 0 1 1 0 0 1 1 60 12 144
S7 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 0 75 15 225
S8 1 0 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 0 1 65 13 169
S9 1 0 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 0 1 0 70 14 196
S10 1 1 1 0 1 0 1 0 1 0 1 1 0 1 0 1 1 0 1 0 60 12 144
S11 1 0 1 1 1 1 0 0 0 1 1 0 1 1 0 0 1 0 1 1 60 12 144
S12 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 0 0 0 1 1 70 14 196
S13 1 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 0 0 1 40 8 64
S14 1 0 0 0 1 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 55 11 121
S15 0 1 1 1 0 0 1 0 1 0 1 0 1 1 0 0 1 1 1 1 60 12 144
S16 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 15 3 9
S17 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 1 70 14 196
S18 1 0 1 1 0 1 1 0 0 1 1 1 0 1 1 0 1 1 0 0 60 12 144
S19 1 0 1 1 0 0 1 0 0 1 1 1 0 0 1 1 0 1 1 0 55 11 121
S20 0 1 0 1 1 0 1 0 1 0 1 0 1 1 0 1 1 1 0 0 55 11 121
S21 1 1 0 1 0 0 1 0 1 0 1 0 1 1 1 0 1 0 0 1 55 11 121
S22 1 0 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 0 0 0 45 9 81
S23 1 0 0 1 1 0 0 1 0 1 0 1 0 0 1 0 1 1 0 1 50 10 100
 99

S24 0 1 0 1 0 1 0 1 0 0 1 0 0 1 1 1 1 0 1 0 50 10 100
S25 1 0 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 0 0 0 40 8 64
S26 0 1 0 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1 1 1 65 13 169
S27 1 1 1 0 0 1 0 1 1 0 1 0 1 1 0 1 1 0 0 1 60 12 144
S28 1 1 1 0 1 0 0 1 1 0 1 1 0 0 1 1 1 1 1 0 65 13 169
S29 0 1 0 1 0 1 0 0 1 0 1 1 1 0 0 1 0 1 0 1 50 10 100
S30 1 1 1 1 1 1 1 0 1 0 1 1 0 1 0 0 1 1 1 0 70 14 196
S31 1 0 0 1 1 0 0 0 0 0 1 0 0 0 1 0 0 1 1 0 35 7 49
S32 1 1 0 1 1 0 0 0 1 1 0 1 1 0 1 0 0 1 0 1 55 11 121
Jumlah 26 15 18 22 19 11 21 12 19 16 27 16 19 14 19 17 12 17 20 16 1780 356 4198
 100

APPENDIX 7b

RESULT OF STUDENTS POST-TEST 1

POST TEST 1
STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 NILAI xt xt2
S1 1 0 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 75 15 225
S2 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 0 1 0 1 0 65 13 169
S3 0 1 1 1 0 0 1 0 0 1 0 1 0 1 1 0 1 0 0 0 45 9 81
S4 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 75 15 225
S5 1 0 1 0 0 1 1 1 1 1 0 1 0 1 0 1 0 1 1 1 65 13 169
S6 0 1 1 1 1 1 0 1 0 1 1 1 1 1 0 0 1 1 1 1 75 15 225
S7 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 85 17 289
S8 0 1 1 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 75 15 225
S9 0 0 1 1 1 1 0 0 1 0 1 1 1 0 1 1 1 1 1 0 65 13 169
S10 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 1 70 14 196
S11 1 1 1 0 1 0 0 1 1 0 1 1 0 0 1 1 1 1 1 0 65 13 169
S12 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 0 80 16 256
S13 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 0 0 55 11 121
S14 0 1 1 1 1 0 0 1 1 1 0 1 0 0 0 0 0 1 0 0 45 9 81
S15 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 0 1 75 15 225
S16 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 15 3 9
S17 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 0 0 0 70 14 196
S18 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 0 0 1 0 70 14 196
S19 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 0 0 1 75 15 225
S20 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 1 70 14 196
S21 0 1 0 1 1 0 1 0 1 0 1 0 1 1 0 1 1 1 0 0 55 11 121
 101

S22 1 0 0 1 1 0 0 0 0 1 0 1 1 0 1 0 0 0 0 0 35 7 49
S23 1 1 0 1 1 0 0 0 1 1 0 1 1 0 1 0 0 1 0 1 55 11 121
S24 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 85 17 289
S25 1 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 0 0 60 12 144
S26 1 1 1 0 0 0 0 1 1 1 1 0 0 0 1 1 1 0 1 0 55 11 121
S27 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 1 70 14 196
S28 1 1 1 0 0 1 0 1 1 0 1 0 1 1 0 1 1 0 0 1 60 12 144
S29 0 0 1 1 1 0 1 1 0 1 0 1 1 1 0 1 0 1 0 0 55 11 121
S30 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 80 16 256
S31 1 1 1 1 0 1 1 0 0 0 1 1 0 1 1 0 0 0 1 1 60 12 144
S32 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 70 14 196
Jumlah 21 27 24 27 20 17 17 22 24 20 23 22 18 21 20 21 18 16 18 16 2055 411 5549
 102

APPENDIX 7c

RESULT OF STUDENTS POST-TEST 2

POST TEST 2
STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 NILAI xt xt2
S1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 76 19 361
S2 1 1 0 1 1 0 0 0 1 0 1 0 1 1 1 1 1 1 0 1 1 0 1 1 1 68 17 289
S3 1 1 1 1 0 0 0 0 1 0 1 0 0 0 1 1 1 1 0 1 1 1 0 1 0 56 14 196
S4 1 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 76 19 361
S5 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 72 18 324
S6 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 84 21 441
S7 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 84 21 441
S8 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 0 1 1 1 1 0 1 0 68 17 289
S9 1 1 0 1 1 0 1 1 1 1 0 0 0 1 0 1 1 1 0 1 1 1 0 1 1 68 17 289
S10 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 80 20 400
S11 1 1 1 1 0 1 1 0 0 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 76 19 361
S12 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 84 21 441
S13 1 1 1 1 0 1 1 1 0 1 0 0 1 1 1 1 1 1 0 1 0 1 0 0 1 68 17 289
S14 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 1 0 0 0 1 1 1 1 1 72 18 324
S15 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0 80 20 400
S16 1 1 1 0 1 0 0 0 0 1 0 0 0 1 0 0 1 0 1 1 1 0 1 1 1 52 13 169
S17 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 0 1 1 1 1 1 0 0 72 18 324
S18 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0 80 20 400
S19 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 84 21 441
S20 1 0 0 1 0 0 1 1 0 0 1 1 1 0 0 1 1 1 0 0 0 1 1 1 1 56 14 196
S21 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 0 1 1 0 1 76 19 361
S22 1 1 1 1 0 0 1 0 1 1 1 0 1 0 0 1 0 0 1 1 0 1 1 1 0 60 15 225
S23 1 1 1 1 1 0 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 68 17 289
S24 0 1 1 1 1 1 0 0 1 1 0 1 0 1 1 1 0 1 0 1 1 0 1 1 1 68 17 289
 103

S25 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 76 19 361
S26 1 1 1 1 0 0 0 0 0 1 1 0 1 0 1 0 1 0 0 1 1 0 0 1 0 48 12 144
S27 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 80 20 400
S28 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 84 21 441
S29 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 0 60 15 225
S30 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 84 21 441
S31 1 1 1 1 1 1 0 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 76 19 361
S32 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 1 1 1 0 1 1 1 72 18 324
Jumlah 29 27 28 29 22 16 22 18 20 19 24 17 25 21 24 25 27 24 18 29 25 24 22 23 19 2308 577 10597
 104

APPENDIX 8a
ITEM ANALYSIS OF VALIDITY TEST
ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS
UNTUK SISWA KELAS I MTsN. 8 JAKARTA
TAHUN PELAJARAN 2010-2011

Seluruh Peserta (N) : 20 siswa Siswa Kelompok Tengah (MG) : 10 siswa

Siswa Kelompok atas(UG) : 5 siswa Siswa Kelompok Bawah (LG) : 5 siswa

DES DIF
NO. PILIHAN (UG-LG) (UG+LG) REMARK
GROUP
BUTIR /5 /10
A B C D
1 UG 5 0 0%
DROPPED
LG 5 (BAD) (HIGH)
2 UG 5 0.2 90 %
USED
LG 4 1 (OK) (LOW)
3 UG 5 0.2 90 %
USED
LG 4 1 (OK) (LOW)
4 UG 1 4 0.4 60 %
REVISED
LG 3 2 (GOOD) (MED)
5 UG 5 0 0%
DROPPED
LG 5 (BAD) (HIGH)
6 UG 5 0 0%
DROPPED
LG 5 (BAD) (HIGH)
7 UG 5 0 0%
DROPPED
LG 5 (BAD) (HIGH)
8 UG 1 4 0 80 %
DROPPED
LG 1 4 (GOOD) (LOW)
9 UG 1 4 -0,2 90 %
DROPPED
LG 5 (BAD) (LOW)
10 UG 1 4 0 80 %
DROPPED
LG 1 4 (GOOD) (LOW)
11 UG 5 0.2 90 %
USED
LG 1 4 (OK) (LOW)
12 UG 4 1 0.2 70 %
REVISED
LG 1 3 1 (OK) (MED)
13 UG 2 3 0.2 50 %
REVISED
LG 1 2 2 (OK) (MED)
14 UG 4 1 0.4 60 %
USED
LG 2 2 1 (GOOD) (MED)
15 UG 5 0.6 70 %
USED
LG 2 3 (GOOD) (MED)
16 UG 5 0.6 70 %
USED
LG 3 2 (GOOD) (MED)
17 UG 5 0.2 90 %
USED
LG 1 4 (OK) (LOW)
18 UG 5 0.2 90 % USED
 105

LG 4 1 (OK) (LOW)
19 UG 5 0.2 90 %
USED
LG 4 1 (OK) (LOW)
20 UG 4 1 0.2 70 %
REVISED
LG 3 2 (OK) (MED)
21 UG 5 0 0%
DROPPED
LG 5 (BAD) (HIGH)
22 UG 2 3 0.4 40 %
USED
LG 4 1 (GOOD) (MED)
23 UG 5 0.2 90 %
USED
LG 1 4 (OK) (LOW)
24 UG 5 0.4 80 %
USED
LG 1 1 3 (GOOD) (MED)
25 UG 5 0.8 60 %
USED
LG 2 1 2 (VGOOD) (MED)
26 UG 5 0 0%
DROPPED
LG 5 (BAD) (HIGH)
27 UG 1 4 0.2 70 %
REVISED
LG 1 1 3 (OK) (MED)
28 UG 5 0.2 90 %
USED
LG 4 1 (OK) (LOW)
29 UG 4 0.4 60 %
USED
LG 1 2 2 (GOOD) (MED)
30 UG 3 1 1 0.2 50 %
REVISED
LG 2 1 2 (OK) (MED)
31 UG 5 0.4 80 %
USED
LG 1 1 3 (GOOD) (LOW)
32 UG 5 0.2 90 %
USED
LG 1 4 (OK) (LOW)
33 UG 5 0.4 80 %
USED
LG 1 3 1 (GOOD) (LOW)
34 UG 5 0.2 90 %
USED
LG 1 4 (OK) (LOW)
35 UG 5 0.6 70 %
USED
LG 2 1 1 1 (GOOD) (MED)
36 UG 5 0.4 80 %
USED
LG 3 2 (GOOD) (LOW)
37 UG 4 1 0.4 60 %
USED
LG 3 2 (GOOD) (MED)
38 UG 2 3 0.6 30 %
USED
LG 5 0 (VGOOD) (HIGH)
39 UG 5 0.6 70 %
USED
LG 1 2 2 (GOOD) (MED)
40 UG 4 1 0.4 60 %
USED
LG 2 1 1 1 (GOOD) (MED)
 106

Right Answer

PEDOMAN PENILAIAN

DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 0,0 BAD DROPPED DROPPED DROPPED
0,1 0,3 OK USED REVISED USED
0,4 0,6 GOOD USED USED USED
0,6 1,0 VERY GOOD USED USED USED

REVISED

4. Fira is a student at SMP Bina Nusa. His father is a director of textile industry in this
town, and his mother is an English teacher at SMP Taruna in this town, too. Today is
Sunday. Fira ........(3). Her parents .....................(4)

a. are working c. is not working

b. work d. are not working

It is along holiday. My parents ................

a. are working c. are not works
c. is work d. are not working

12. Ari is playing basket ball with his friend today. He ........................... the ball.
a. was holding c. is holding
b. hold d. is not holding

Ari is holding a ball. He .................. basket ball with his friend today.
c. was playing c. is playing
d. play d. is not playing

13. Are you .......................... English next semester?

a. take c. takes
b. took d. taking

Are you ............... at me?

a. looking c. looks
b. look d. looked

20. Zhiva has already made her plans. She ........................ Jakarta tomorrow.
a. leave c. was leaving
b. is leaving d. leaves
 107

Zhiva ........................ Jakarta now.

a. leave c. was leaving
b. is leaving d. leaves

27. Your English is ................. better.

a. get c. got
b. gets d. getting

You have studied hard. Your English is ................. better now.

a. get c. got
b. gets d. getting

30. The world ................... Things never stay the same.

a. is changing c. are changing
b. change d. was changing

Things never stay the same, because the world .....................

c. is changing c. are changing
d. change d. was changing
 108

APPENDIX 8b
ITEM ANALYSIS OF PRETEST
ANALISIS BUTIR SOAL POSTES 1 BAHASA INGGRIS
UNTUK SISWA KELAS I SMK JAKARTA
TAHUN PELAJARAN 2010-2011

Seluruh Peserta (N) : 32 siswa Siswa Kelompok Tengah (MG) : 20 siswa

Siswa Kelompok atas(UG) : 6 siswa Siswa Kelompok Bawah (LG) : 6 siswa

DES DIF
NO. PILIHAN (HG-LG) (HG+LG) REMARK
GROUP
BUTIR /6 /12
A B C D
1 UG 6 0, 16 91, 6%
USED
LG 5 1 (OK) (LOW)
2 UG 2 4 0, 5 41, 6%
USED
LG 4 1 1 (GOOD) (MED)
3 UG 6 0, 66 66,6
USED
LG 2 1 1 2 (VGOOD) (MED)
4 UG 1 5 0,33 66,6
REVISED
LG 3 3 (OK) (MED)
5 UG 5 1 0,33 66,6
REVISED
LG 1 3 2 (OK) (MED)
6 UG 4 2 0,33 50%
REVISED
LG 2 3 1 (OK) (MED)
7 UG 6 0,33 83, 3%
USED
LG 4 2 (OK) (LOW)
8 UG 1 4 1 0, 5 41, 6%
USED
LG 1 1 4 (GOOD) (MED)
9 UG 1 4 1 0, 5 41, 6%
USED
LG 3 1 2 (GOOD) (MED)
10 UG 1 4 1 0, 5 41, 6%
USED
LG 1 1 4 (GOOD) (MED)
11 UG 6 0, 16 91, 6%
USED
LG 1 5 (OK) (LOW)
12 UG 4 1 1 0, 5 41, 6%
USED
LG 1 4 1 (GOOD) (MED)
13 UG 4 2 0,33 50%
REVISED
LG 3 2 1 (OK) (MED)
14 UG 3 3 0, 5 25%
USED
LG 6 0 (GOOD) (HIGH)
15 UG 1 5 0, 5 58, 3%
USED
LG 4 2 (GOOD) (MED)
16 UG 2 2 2 0,33 16, 6%
USED
LG 3 0 3 (OK) (HIGH)
17 UG 1 2 2 1 0,33 16, 6%
USED
LG 4 0 2 (OK) (HIGH)
 109

18 UG 2 1 3 0,33 33, 3%
(OK) (MED) REVISED
LG 2 2 1 1
19 UG 6 0, 16 91, 6%
USED
LG 5 1 (OK) (LOW)
20 UG 3 3 0,33 33, 3%
LG 1 4 1 (OK) (MED) REVISED

PEDOMAN PENILAIAN

DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 0,0 BAD DROPPED DROPPED DROPPED
0,1 0,3 OK USED REVISED USED
0,4 0,6 GOOD USED USED USED
0,6 1,0 VERY GOOD USED USED USED

Right Answer

REVISED

4. (At school)

Najwan : Good morning, Naufal. Are you going to English course today?

Naufal : No, ...........................

a. are you c. I am not

b. you are not d. am I

I am ................. to English course today.

a. not going c. dont go

b. not go d. didnt go

5. Ari is holding a ball. He .................. basket ball with his friend today.

a. was playing c. is playing

b. play d. is not playing

He .................. basket ball with his friend today.

a. was playing c. is playing

b. play d. is not playing
 110

6. Are you ............... at me?

a. looking c. looks
b. look d. looked

Are you ............... my socks?

a. washing c. washed
b. wash d. washes

13. Zhiva ........................ Jakarta now.

a. leave c. was leaving

b. is leaving d. leaves

Zhiva ....................... here now.

a. stay c. was staying

b. is staying d. stayed

18. You have studied hard. Your English is ................. better now.
a. get c. got
b. gets d. getting

Audys condition ................. better now.

a. get c. got
b. gets d. is getting

20. He .................... with some friends until he find a flat.

a. live c. are living
b. lives d. is living

She .................... in my house until she find a flat.

a. live c. are living

b. lives d. is living
 111

APPENDIX 8c
ITEM ANALYSIS OF POST-TEST 2
ANALISIS BUTIR SOAL POSTES 1 BAHASA INGGRIS
UNTUK SISWA KELAS I SMK JAKARTA
TAHUN PELAJARAN 2010-2011

Seluruh Peserta (N) : 32 siswa Siswa Kelompok Tengah (MG) : 20 siswa

Siswa Kelompok atas(UG) : 6 siswa Siswa Kelompok Bawah (LG) : 6 siswa

DES DIF
NO. PILIHAN (HG-LG) (HG+LG) REMARK
GROUP
BUTIR /6 /12
A B C D
1 UG 6 0.16 91.6%
USED
LG 1 5 (OK) (LOW)
2 UG 4 1 1 0,5 41,6%
USED
LG 1 2 1 2 (GOOD) (MED)
3 UG 1 5 0.5 58.3%
USED
LG 2 2 1 1 (GOOD) (MED)
4 UG 5 1 0.16 75%
REVISED
LG 4 2 (OK) (MED)
5 UG 6 0,33 83,3%
USED
LG 1 4 1 (OK) (LOW)
6 UG 6 0,5 75%
USED
LG 3 3 (GOOD) (MED)
7 UG 2 5 0.5 58,3%
USED
LG 2 1 1 2 (GOOD) (MED)
8 UG 5 2 0,66 50%
USED
LG 1 1 3 1 (VGOOD) (MED)
9 UG 6 0.16 91.6%
USED
LG 5 1 (OK) (LOW)
10 UG 6 0,66 66,6%
USED
LG 2 2 1 1 (VGOOD) (MED)
11 UG 1 5 0.5 58,3%
USED
LG 2 2 2 (GOOD) (MED)
12 UG 5 1 0,66 50%
USED
LG 1 2 3 (VGOOD) (MED)
13 UG 6 0.16 91.6%
USED
LG 1 5 (OK) (LOW)
14 UG 6 0.16 91.6%
USED
LG 1 5 (OK) (LOW)
15 UG 4 2 0,5 41,6%
USED
LG 1 1 1 3 (GOOD) (MED)
 112

PEDOMAN PENILAIAN

DIFFICULTY
DESCRIMINATION 0% - 30 % 30 % - 79% 80% - 100%
HIGH MEDIUM LOW
-1 0,0 BAD DROPPED DROPPED DROPPED
0,1 0,3 OK USED REVISED USED
0,4 0,6 GOOD USED USED USED
0,6 1,0 VERY GOOD USED USED USED

Right Answer

REVISED

4. Suzi .................. guitar right now.

a. is playing c. was playing

b. are playing d. plays

Suzi like music. She is ................... guitar now.

a. plays c. played
b. playing d. play
 113

APPENDIX 9a

GUIDELINE OBSERVER OF CLASSROOM ACTION RESEARCH

CYCLE I

Developing Students Ability In Using Present Continous Tense By Through Contextual

Teaching Learning at Seventh Grade of Al- Mubarak Junior High School Pondok Aren
Tangerang Selatan

Give cheklist sign to the statements below!

Hasil
No. Pernyataan
1 2 3
Aktivitas Siswa
1. Siswa mengamati contoh kalimat yang disediakan guru
2. Siswa aktif dalam mengikuti proses pembelajaran
3. Siswa dapat menemukan informasi dalam kalimat yang berbentuk
present continous tense
4. Siswa dapat menemukan gambaran umum tentang present
continous tense
5. Siswa mampu melakukan tanya jawab secara lisan mengenai
kalimat-kalimat dalam bentuk present continous tense
6. Siswa mampu membuat kalimat present continous tense sesuai
dengan contoh yang diberikan guru
7. Siswa mencocokkan gambar dengan kalimat present continuous
tense yang disediakan guru
8. Siswa membuat kalimat dari gambar yang disediakan guru
9. Siswa mampu bekerjasama dengan baik dalam kelompok
10. Siswa senang dengan kegiatan pembelajaran yang dilakukan
Aktivitas Guru
11. Guru membacakan teks dari wacana yang telah disediakan
12. Guru menulis kalimat present continous tense
13. Guru memberikan kesempatan kepada siswa untuk bertanya
14. Guru memberikan kesempatan kepada siswa untuk bekerjasama
dalam satu kelompok
15. Guru memperbaiki kalimat present continous tense yang dibuat
siswa
16. Guru memberikan saran terhadap hasil kalimat present continous
tense yang dibuat oleh siswa
17. Guru memberikan reward kepada siswa yang berhasil membuat
kalimat present continous tense dengan baik
18. Guru memberikan kesempatan kepada siswa untuk mencocokkan
gambar dengan kalimat present continuous yang telah disediakan
19. Guru memberikan kesempatan kepada siswa untuk membuat
kalimat present continous tense berdasarkan gambar yang telah
disediakan
20. Guru memberikan reward kepada kelompok siswa yang mampu
 114

melakukan kerjasama dengan baik

Jumlah Nilai 7 13 0
Jumlah Skor 33
Persentase 55%
Kriteria Penilaian:

3 = Baik
2 = Cukup
1 = Kurang
Persentase = Jumlah Skor yang diperoleh x 100 =

Jumlah Seluruh Pernyataan

Observer

Dra. Romlah
 115

APPENDIX 9b

GUIDELINE OBSERVER OF CLASSROOM ACTION RESEARCH

CYCLE 2

Developing Students Ability In Using Present Continous Tense Through Contextual

Teaching Learning at Seventh Grade of Al- Mubarak Junior High School Pondok Aren
Tangerang Selatan

Give cheklist sign to the statements below!

Hasil
No. Pernyataan
1 2 3
Aktivitas Siswa
1. Siswa mengamati contoh kalimat yang disediakan guru
2. Siswa aktif dalam mengikuti proses pembelajaran
3. Siswa dapat menemukan informasi dalam kalimat yang berbentuk
present continous tense
4. Siswa dapat menemukan gambaran umum tentang present
continous tense
5. Siswa mampu melakukan tanya jawab secara lisan mengenai
kalimat-kalimat dalam bentuk present continous tense
6. Siswa mampu membuat kalimat present continous tense sesuai
dengan contoh yang diberikan guru
7. Siswa mampu mencocokkan kalimat present continuous tense
berdasarkan fungsi kalimat
8. Siswa menuliskan aktivitas disekelilingnya dengan menggunakan
kalimat present continuous tense
9. Siswa mampu bekerjasama dengan baik dalam kelompok
10. Siswa senang dengan kegiatan pembelajaran yang dilakukan
Aktivitas Guru
11. Guru membacakan teks dari wacana yang telah disediakan
12. Guru menulis kalimat present continuous tense
13. Guru memberikan kesempatan kepada siswa untuk bertanya
14. Guru memberikan kesempatan kepada siswa untuk bekerjasama
dalam satu kelompok
15. Guru memperbaiki kalimat present continuous tense yang dibuat
siswa
16. Guru memberikan saran terhadap hasil kalimat present continuous
tense yang dibuat oleh siswa
17. Guru memberikan reward kepada siswa yang berhasil membuat
kalimat present continuous tense dengan baik
18. Guru memberikan kesempatan kepada siswa untuk mencocokkan
kalimat present continuous tense berdasarkan fungsi kalimat
tersebut
19. Guru memberikan kesempatan kepada siswa untuk menuliskan
kegiatan yang sedang berlangsung disekitar siswa dalam bentuk
kalimat present continous tense.
 116

20. Guru memberikan reward kepada kelompok siswa yang mampu

melakukan kerjasama dengan baik
Jumlah Nilai 0 12 8
Jumlah Skor 48
Persentase 80%

Kriteria Penilaian:

3 = Baik
2 = Cukup
1 = Kurang
Persentase = Jumlah Skor yang diperoleh

Jumlah Seluruh Pernyataan

Observer

Dra. Romlah
 117

APPENDIX 10a

FIELD NOTES

Action : Before CAR

Date : 4th and 6th April 2011
Time : 07.00 08.20
1. Good points

From the teachers side:

The teacher like dominate the class
The teacher gives simple explanation about the rules of tenses
The teacher reminded the students that they should pay attention to the content
and organization.

From the students side:

Some students pay attention on teachers explanation
Some students finish the task

2. Things to consider

From the teachers side:

The teacher gives unclear explanation
The teacher speaks slowly
The techer should choose the appropriate method to make students interresting
to the teaching learning process

From the students side:

The students dont pay attention to the teachers explanation
Most of students cant finish their task
Some students talking each other

Observer

Ulfianti Ulfa
 118

APPENDIX 10b

FIELD NOTES

Action : Cycle 1
Date : April 18th, 20th 2011 and May 2th 2011

1. Good points

From the students side:

Some students pay attention to the teachers explanation
Some students can answer the question from the teacher

From the teachers side:

The teacher give clear explanation
The teacher gives a good activity and also good choice to get the goal of
teaching. They are divided into some groups.
The teacher uses pictures as media in teaching grammar

2. Things to consider

From the students side:

Most of studentst became the trouble maker in the classroom
Most of students cant make good sentences by using present continuous tense
Some students cheat on their friends work
Some students are not enthusiasm to the teaching learning activity

From the teachers side:

Before starting to a new activity, teacher should explain or describe clearly what
the students are going to do.
The teacher should make the students pay attention to her explanation
The teacher should guide intensively
Teacher sometimes forgot to give reward to the students who succeed in
accomplishing his / her task early.

Observer

Dra. Romlah
 119

APPENDIX 10c

FIELD NOTES

Action : Cycle 2
Date : 9th, 11th, 16th May 2011

3. Good points

From the students side:

Most of the students pay attention to the teachers explanation
Most of the students can answer the question from the teacher
Most of the students are participate in teaching learning activity
Most of the students can understand present continuous tense
The students can make good sentences by using present continuous tense
The students are not cheat each other
Students looks so cooperated, its good. They discuss the work to make a good
sentences

From the teachers side:

The teacher give clear explanation
The teacher gives a good activity and also good choice to get the goal of
teaching. They are divided into some groups
The teacher uses moving class to get new atmosphere
The teacher checked the students work by walking to their table and giving
comments
Teacher spoke more loudly and clearly

4. Things to consider

From the students side:

Students need to explore their vocabulary hard. Some students dont look to try
hard to find out the vocabulary they need.

Observer

Dra. Romlah
 120

APPENDIX 11a

RENCANA PELAKSANAAN PEMBELAJARAN

CYCLE 1
(PERTEMUAN ke-1)

Nama Sekolah : SMP Al Mubarak

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Alokasi Waktu : 2 x 45 menit
Materi : Present Continuous Tense
Tahun Pelajaran : 2010/2011
Hari/Tanggal : Senin/18 April 2011

I. STANDAR KOMPETENSI

Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan.

II. KOMPETENSI DASAR

Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam

berkomunikasi sehari-hari.

III. INDIKATOR

a. Siswa mampu mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present

continous tense.
b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative,
negative, dan interrogative.

IV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu:
a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense.
b. Menemukan gambaran umum tentang present continous tense.
c. Menemukan informasi dalam teks yang berbentuk present continous tense.
d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present
continous tense.

V. MATERI POKOK

Present Continous Tense

 121

VI. MATERI PEMBELAJARAN

Guru memberikan penjelasan tentang present continous tense beserta contohnya masing-
masing.

Rumus Present Continous Tense

Positif

Subject + To be + V1+ ing + Object

Example: I am looking for my key

Negatif
Subject + To be + not + V1 + ing + Object
Example: You are not driving a car

Interrogative
Tobe + Subject + V1 + ing + Object + ?
Example: Is he watching a movie?

In the Morning
Its 7.00 A.M, and Haryadis family are in their kitchen. Mrs. Haryadi is sitting at the
breakfast table. She is reading a newspaper. Mr. Haryadi is pouring a cup of coffee.Falen is
Mr and Mrs. Haryadi son. He is not drinking a coffee. He likes milk. There is a cartoon on
TV. But they arent watching it.
I. Find the affirmative sentences and the negative sentences of present continous tense
from the text!
Positive Negative
_______________ _________________
_______________ _________________
_______________ _________________
_______________ _________________

VII. METODE PEMBELAJARAN/TEKNIK

Contextual Teaching and Learning

VIII. LANGKAH-LANGKAH KEGIATAN

1. Sebagai kegiatan pembuka guru menanyakan kepada siswa tentang

a. Minat mereka pada pelajaran bahasa Inggris
b. Kegiatan yang sedang mereka lakukan
2. Guru menulis sebuah kalimat di papan tulis, kemudian kalimat tersebut dibaca
bersama-sama.
3. Siswa diminta membuat bentuk kalimat yang sama berdasarkan dari kegiatan yang
sedang berlangsung disekitar mereka.
 122

4. Guru menjelaskan kepada siswa tentang bentuk kalimat present continous tense dan
kegunaannya.
5. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh
di lantai, dan juga boleh menghadap meja dengan menyatukan dua meja.
6. Masing-masing kelompok diberikan handout yang berisi teks present continous
tense.
7. Siswa diminta untuk mengelompokkan kalimat present continous tense kedalam
jenis kalimat affirmative dan negative
8. Siswa menempatkan kalimat yang telah dipisahkan kedalam kolom yang telah
disediakan.
9. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil
penemuannya.
10. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan.
11. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan
baik.
12. Sebagai kegiatan akhir, siswa diminta untuk menjelaskan tentang present continous
tense berdasarkan pemahaman mereka.
SUMBER BELAJAR

Buku teks
Handout
Syllabus SMP kelas VII
Kurikulum Bahasa Inggris (grade VII)

IX. PENILAIAN

Penilaian untuk kegiatan ini didasarkan pada :

(1) Kerjasama dalam kelompok
(2) Format lembar kerja yang telah diisi oleh siswa
(3) Catatan yang dibuat siswa

X. PEDOMAN PENILAIAN

a. Untuk setiap jawaban benar diberi score =2

b. Nilai maksimal = 5 x 2 = 10
c. Nilai maksimal = 10
d. Nilai siswa

10

Mengetahui, Pondok Aren, 18 April 2011

English teacher Observer

Dra. Romlah Ulfianti Ulfa

 123

RENCANA PELAKSANAAN PEMBELAJARAN

CYCLE 1
(PERTEMUAN ke-2)
Nama Sekolah : SMP Al Mubarak
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Alokasi Waktu : 2 x 45 menit
Materi : Present Continuous Tense
Tahun Pelajaran : 2010/2011

I. STANDAR KOMPETENSI

Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar.

II. KOMPETENSI DASAR

Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar

dalam berkomunikasi sehari-hari.

III. INDIKATOR

a. Siswa mampu mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present

continous tense.
b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative,
negative, dan interrogative.
c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam
bentuk present continous tense.
d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense.
e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous
tense.

IV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu:
a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense.
b. Menemukan gambaran umum tentang present continous tense.
c. Menemukan informasi dalam teks yang berbentuk present continous tense.
a. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present
continous tense.
 124

V. MATERI POKOK
Present Continous Tense

VI. MATERI PEMBELAJARAN

a. Guru memberikan penjelasan tentang present continous tense beserta contohnya

masing-masing.
b. Siswa diminta untuk membuat kalimat present continous tense dalam bentuk
affirmative, negative, dan interrogative
Rumus Present Continous Tense

Positif

Subject + To be + V1+ ing + Object

Example: I am looking for my key

Negatif
Subject + To be + not + V1 + ing + Object
Example: You are not driving a car

Interrogative
Tobe + Subject + V1 + ing + Object + ?
Example: Is he watching a movie?
Make the affirmative, negative, and interrogative sentences of present continous
tense based on the picture below!

VII. METODE PEMBELAJARAN/TEKNIK

Contextual Teaching and Learning

VIII. LANGKAH-LANGKAH KEGIATAN

1. Guru menjelaskan rencana kegiatan , yaitu membedakan bentuk kalimat affirmative,
negative, dan interrogative.
2. Guru memperlihatkan beberapa gambar kepada siswa.
3. Siswa diminta membuat bentuk kalimat present continous tense dalam bentuk
affirmative, negative, dan interrogative berdasarkan gambar yang telah disediakan.
4. Guru menjelaskan kepada siswa tentang bentuk kalimat present continous tense dan
kegunaannya.
 125

5. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh
di lantai, dan juga boleh menghadap meja dengan menyatukan dua meja.
6. Masing-masing kelompok diberikan handout yang berisi gambar.
7. Siswa diminta untuk membuat kalimat present continous tense kedalam jenis kalimat
affirmative, negative, dan interrogative berdasarkan gambar yang telah disediakan
8. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil
penemuannya.
9. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan.
10. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan
baik.
11. Sebagai kegiatan akhir, guru memberikan tugas kepada siswa untuk mencatat
setiap kegiatan sehari-hari yang dilakukan oleh siswa dengan menggunakan
kalimat present continuous tense.

IX. SUMBER BELAJAR

Buku teks
Handout
Syllabus SMP kelas VII
Kurikulum Bahasa Inggris (grade VII)

X. PENILAIAN
Penilaian untuk kegiatan ini didasarkan pada :
(1) Kerjasama dalam kelompok
(2) Format lembar kerja yang telah diisi oleh siswa
(3) Catatan yang dibuat siswa

XI. PEDOMAN PENILAIAN

e. Untuk setiap jawaban benar diberi score =2

f. Nilai maksimal = 5 x 3 = 15 x 2 : 3 =
g. Nilai maksimal = 10
h. Nilai siswa

10

Mengetahui, Pondok Aren, 20 Mei 2011

English Teacher Observer

Dra. Romlah Ulfianti Ulfa

 126

RENCANA PELAKSANAAN PEMBELAJARAN

CYCLE 1
(PERTEMUAN ke-3)
Nama Sekolah : SMP Al Mubarak
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Alokasi Waktu : 2 x 45 menit
Materi : Present Continuous Tense
Tahun Pelajaran : 2010/2011
Hari/Tanggal : Senin/ 2 Mei 2011

I. STANDAR KOMPETENSI

Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan.

II. KOMPETENSI DASAR

Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam

berkomunikasi sehari-hari.

III. INDIKATOR

a. Siswa mampu mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present

continous tense.
b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative,
negative, dan interrogative.
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous
tense.
b. Menemukan gambaran umum tentang present continous tense.
c. Menemukan informasi dalam teks yang berbentuk present continous tense.
d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present
continous tense.
V. MATERI POKOK

Present Continous Tense

VI. MATERI PEMBELAJARAN

Guru memberikan penjelasan tentang present continous tense beserta contohnya masing-
masing.
 127

Rumus Present Continous Tense

Positif

Subject + To be + V1+ ing + Object

Example: I am looking for my key

Negatif
Subject + To be + not + V1 + ing + Object
Example: You are not driving a car

Interrogative
Tobe + Subject + V1 + ing + Object + ?
Example: Is he watching a movie?

VII. METODE PEMBELAJARAN/TEKNIK

Contextual Teaching and Learning

VIII. LANGKAH-LANGKAH KEGIATAN

Sebagai kegiatan pembuka guru menanyakan kepada siswa tentang
1. Minat mereka pada pelajaran bahasa Inggris
2. Guru menulis sebuah kalimat di papan tulis, kemudian kalimat tersebut dibaca
bersama-sama.
3. Siswa diminta membuat bentuk kalimat yang sama berdasarkan dari kegiatan yang
sedang berlangsung disekitar mereka.
4. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan.
5. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan
baik.
6. Sebagai kegiatan akhir, siswa diminta untuk menjelaskan tentang present continous
tense berdasarkan pemahaman mereka.
SUMBER BELAJAR

Buku teks
Handout
Syllabus SMP kelas VII
Kurikulum Bahasa Inggris (grade VII)

PENILAIAN

Penilaian untuk kegiatan ini didasarkan pada :

1. Kerjasama dalam kelompok
2. Format lembar kerja yang telah diisi oleh siswa
 128

3. Catatan yang dibuat siswa

PEDOMAN PENILAIAN

1. Untuk setiap jawaban benar diberi score =2

2. Nilai maksimal = 5 x 2 = 10
3. Nilai maksimal = 10
4. Nilai siswa

10

Mengetahui, Pondok Aren, 2 Mei 2011

English teacher Observer

Dra. Romlah Ulfianti Ulfa

 129

APPENDIX 11b
RENCANA PELAKSANAAN PEMBELAJARAN
CYCLE 2
(PERTEMUAN ke-1)
Nama Sekolah : SMP Al Mubarak
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Alokasi Waktu : 2 x 45 menit
Materi : Present Continuous Tense
Tahun Pelajaran : 2010/2011
Hari/Tanggal : Senin/ 9 Mei 2011

I. STANDAR KOMPETENSI

Menjelaskan secara sederhana kegiatan yang sedang terjadi.

II. KOMPETENSI DASAR

Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam

berkomunikasi sehari-hari.

III. INDIKATOR

a. Siswa mampu mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present

continous tense.
b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative,
negative, dan interrogative.
c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam
bentuk present continous tense.
d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense.
e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous
tense.

IV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu:
a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense.
b. Menemukan gambaran umum tentang present continous tense.
c. Menemukan informasi dalam teks yang berbentuk present continous tense.
d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous
tense.
 130

V. MATERI POKOK
Present Continous Tense
VI. MATERI PEMBELAJARAN
The Spelling of present participle:
1. When a verb ends in a single e, this e is dropped before ing:
Example : Hate hating
Love loving
Hope hoping

Except : Age ageing

Dye dyeing
a verb ending in ee is also dropped before ing:
Example : See seeing
Agree agreeing
2. When a verb of one syllable has one vowel and ends in single consonant, this
consonant is doubled before ing.
Example : Run running
Stop stopping
Hit hitting
3. Verbs or two or more syllables whose last syllable contains only one vowel and ends
in single consonant double this consonant if the stress falls on the last syllable.
Example : Admit admitting
Prefer preferring
Begin beginning

Exception : Enter entering

Budget budgeting
(Stress not on the last syllable)
A final l after a single vowel is, however, always doubled
Example : Signal Signaling
Travel traveling
Except : in American English
4. ing can be added to averb ending in y without affecting the spelling of the verb:
Example : Carry carrying
Hurry hurrying
Enjoy enjoying

Make a sentence based on the verb provided!

Enter Hurry Enjoy Travel Age
Carry See Love Enjoy Hope
Admit Hate Begin Stop Sit
Look Agree Stand Walk Cry
Type Write Swim Shine Laugh

VII. METODE PEMBELAJARAN/TEKNIK

Contextual Teaching and Learning
 131

VIII. LANGKAH-LANGKAH KEGIATAN

1. Guru menjelaskan rencana kegiatan, yaitu membuat kalimat present continous tense
dengan menggunakan Spelling of present participle.
2. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh di
lantai, dan juga boleh menghadap meja dengan menyatukan dua meja.
3. Masing-masing kelompok diberikan handout yang berisi beberapa kata kerja
4. Siswa diminta untuk membuat kalimat present continous tense kedalam jenis kalimat
affirmative, negative, dan interrogative berdasarkan kata kerja yang telah disediakan
5. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil
penemuannya.
6. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan.
7. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan
baik.
8. Sebagai kegiatan akhir, guru meminta siswa untuk melakukan pekerjaan rumah yaitu
membuat kalimat present continous tense dengan menggunakan kata kerja
berdasarkan kegiatan yang dilakukan disekitar mereka.

IX. SUMBER BELAJAR

Buku teks
Handout
Syllabus SMP kelas VII
Kurikulum Bahasa Inggris (grade VII)

X. PENILAIAN
(1) Partisipasi setiap siswa dalam kerja kelompok
(2) Format lembar kerja yang telah diisi siswa
(3) Catatan yang dibuat siswa
(4) Hasil pekerjaan rumah yang dibuat oleh siswa

XI. PEDOMAN PENILAIAN

a. Untuk setiap jawaban benar diberi score =2

b. Nilai maksimal = 5 x 2 = 10
c. Nilai maksimal = 10
d. Nilai siswa

10

Mengetahui, Pondok Aren, 09 Mei 2011

English teacher Observer

Dra. Romlah Ulfianti Ulfa

 132

RENCANA PELAKSANAAN PEMBELAJARAN

CYCLE 2
(PERTEMUAN Ke-2)
Nama Sekolah : SMP Al Mubarak
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Alokasi Waktu : 2 x 45 menit
Materi : Present Continuous Tense
Tahun Pelajaran : 2010/2011
Hari/Tanggal : 11 Mei 2011

I. STANDAR KOMPETENSI

Menghasilkan tuturan yang sederhana yang cukup untuk fungsi-fungsi dasar.

II. KOMPETENSI DASAR

Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam

berkomunikasi sehari-hari.

III. INDIKATOR

a. Siswa mampu mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present

continous tense.
b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative,
negative, dan interrogative.
c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam
bentuk present continous tense.
d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense.
e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous
tense.

IV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu:
a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense.
b. Menemukan gambaran umum tentang present continous tense.
c. Menemukan informasi dalam teks yang berbentuk present continous tense.
d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present
continous tense.
 133

V. MATERI POKOK

Present Continous Tense

VI. MATERI PEMBELAJARAN

Guru memberikan penjelasan tentang fungsi present continous tense beserta contohnya
masing-masing.
The Usage of Present Continous Tense
a) To express an activity that is in progress at the moment of speaking.
Example: Look! It is raining.
b) To express the activity of general nature: something generally in progress this week, this
month, this year,etc.
Example: I am taking English course this month.
c) To talk about planned event in the future.
Example: We are probably spending next weekend in the beach.
d) To complain by using always, such as to express annoyance, irritating or anger.
Example: I am always losing my keys.
e) To talk about something that is happening in developing or changing situations.
Example: My fathers condition is getting better right now.
f) To talk about something that is happening in temporary situations.
Example: She is living at her friends home untill she finds a new flat.
g) To talk about something that is happening around the time of speaking, but not necessarily
exactly at the time of speaking.
Example: She is wrting her new novel ( She may not be writing her new novel at the
moment of speaking).

WORKSHEET

Conversation :

Amira : Hello. May I speak to Bowo.

Bowo : This is Bowo, who is speaking?

Amira : Hi, this is Amira. How about your condition, Bowo?

Bowo : Im going better now. What are you doing Amira?

Amira : Im just watching TV with my brother. But, he is always disturbing me.

Bowo : Oh, thats so unenjoyable. what is your planning on this holiday?

Amira : I am probably spending my holiday to the village. I am living there untill the
last holiday. And how about you?

Bowo : Im taking music course this weekend.

Amira : Oh, thats fun. By the way, how about your mother?
 134

Bowo : She is agreeing with my plan.

Amira : Thats good. Ok. See you next time.

Bowo : See you too.

Put the sentences of present continous tense in the dialogue based on the function
below!

1. Express an activity that is in progress at the moment of speaking:

__________________________________________________________
2. Express the activity of general nature:

__________________________________________________________
3. Talk about planned event in the future:

__________________________________________________________
4. Express annoyance, irritating or anger:

__________________________________________________________
5. Talk about something that is happening in developing or changing situations:

___________________________________________________________
6. Talk about something that is happening in temporary situations:

____________________________________________________________
7. Talk about something that is happening around the time of speaking:

______________________________________________________________

VII. METODE PEMBELAJARAN/TEKNIK

Contextual Teaching and Learning

VIII. LANGKAH-LANGKAH KEGIATAN

1. Guru menjelaskan rencana kegiatan, yaitu membuat kalimat present continous tense
berdasarkan fungsi kalimatnya.
2. Guru menulis beberapa kalimat present continous tense di papan tulis, kemudian
menjelaskan fungsi kalimat tersebut.
3. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh di
lantai, dan juga boleh menghadap meja dengan menyatukan dua meja.
4. Masing-masing kelompok diberikan handout berisi beberapa peristiwa yang
berdasarkan fungsi kalimat present continous tense.
5. Siswa diminta untuk membuat kalimat berdasarkan peristiwa yang telah disediakan.
6. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil
penemuannya.
 135

7. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan.
8. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan
baik.
9. Sebagai kegiatan akhir, guru meminta siswa untuk melakukan pekerjaan rumah yaitu
membuat kalimat present continous tense berdasarkan fungsi kalimat yang berkaitan
dengan keadaan disekitar mereka.

SUMBER BELAJAR

Buku teks
Handout
Syllabus SMP kelas VII
Kurikulum Bahasa Inggris (grade VII)

10. PENILAIAN
(1) Partisipasi setiap siswa dalam kerja kelompok
(2) Format lembar kerja yang telah diisi siswa
(3) Catatan yang dibuat siswa
(4) Hasil pekerjaan rumah yang dibuat oleh siswa

Mengetahui, Pondok Aren, 11 Mei 2011

English teacher Observer

Dra. Romlah Ulfianti Ulfa

 136

RENCANA PELAKSANAAN PEMBELAJARAN

CYCLE 2
(PERTEMUAN Ke-3)
Nama Sekolah : SMP Al Mubarak
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Alokasi Waktu : 2 x 45 menit
Materi : Present Continuous Tense
Tahun Pelajaran : 2010/2011
Hari/Tanggal : 16 Mei 2011

I. STANDAR KOMPETENSI

Menghasilkan tuturan yang sederhana yang cukup untuk fungsi-fungsi dasar.

II. KOMPETENSI DASAR

Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam

berkomunikasi sehari-hari.

III. INDIKATOR

a. Siswa mampu mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present

continous tense.
b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative,
negative, dan interrogative.
c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam
bentuk present continous tense.
d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense.
e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous
tense.
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa mampu:
a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous
tense.
b. Menemukan gambaran umum tentang present continous tense.
c. Menemukan informasi dalam teks yang berbentuk present continous tense.
d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present
continous tense.

V. MATERI POKOK
 137

Present Continous Tense

VI. METODE PEMBELAJARAN/TEKNIK

Contextual Teaching and Learning

VII. LANGKAH-LANGKAH KEGIATAN

1. Guru menjelaskan rencana kegiatan, yaitu membuat kalimat present continous tense
berdasarkan kegiatan yang sedang berlangsung dilingkungan sekitar.
2. Guru menggunakan moving class agar siswa mendapatkan suasana baru dalam belajar
3. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat
4. Masing-masing kelompok diberikan handout
5. Siswa diminta untuk membuat kalimat berdasarkan kejadian yang sedang berlangsung
disekitar mereka.
6. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil
penemuannya.
7. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan.
8. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan
baik.

SUMBER BELAJAR

Buku teks
Handout
Syllabus SMP kelas VII
Kurikulum Bahasa Inggris (grade VII)

PENILAIAN
(2) Partisipasi setiap siswa dalam kerja kelompok
(2) Format lembar kerja yang telah diisi siswa
(3) Catatan yang dibuat siswa
(4) Hasil pekerjaan rumah yang dibuat oleh siswa

Mengetahui, Pondok Aren, 16 Mei 2011

English teacher Observer

Dra. Romlah Ulfianti Ulfa

 138

Appendix 12 a
KISI KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
Nama Sekolah : SMP AL MUBARAK Alokasi Waktu : 40 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (tiga puluh)
Kurikulum Acuan : KTSP Semester : II (genap)

Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal

1.1 Siswa mampu merespon a. Siswa mampu mengidentifikasi to be sesuai dengan MC 1, 5, 7, 8, 9, 10,
ungkapan-ungkapan subjeknya dalam kalimat present continous tense. 11, 12, 13, 14,
menggunakan ungkapan yang 15, 18,19,20
benar dalam berkomunikasi
sehari-hari.

20

b. Siswa mampu membuat kalimat present continous tense MC 2, 3, 4, 6,16, 17

dalam bentuk affirmative, negative, dan interrogative.

English Teacher

__________________
 139

Appendix 12b
KISI KISI PENULISAN SOAL POSTTEST 1 CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011

Nama Sekolah : SMP AL MUBARAK Alokasi Waktu : 40 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (tiga puluh)
Kurikulum Acuan : KTSP Semester : II (genap)
Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal
1.1 Siswa mampu merespon a. Siswa mampu mengidentifikasi to be sesuai dengan MC 1, 2, 4, 6, 8, 9,
ungkapan-ungkapan subjeknya dalam kalimat present continous tense. 10, 12, 13, 14,
menggunakan ungkapan yang 16, 17, 18, 19
benar dalam berkomunikasi
sehari-hari.
b. Siswa mampu membuat kalimat present continous tense MC 20
3, 5,7. 11, 15,
dalam bentuk affirmative, negative, dan interrogative.
20

English Teacher
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Appendix 12c
KISI KISI PENULISAN SOAL POSTTEST 2 CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
Nama Sekolah : SMP AL MUBARAK Alokasi Waktu : 40 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (tiga puluh)
Kurikulum Acuan : KTSP Semester : II (genap)

Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal

1.1 Siswa mampu merespon a. Siswa mampu mengidentifikasi to be sesuai dengan MC 1, 4, 5, 7, 8, 9,

ungkapan-ungkapan subjeknya dalam kalimat present continuous tense. 11, 12, 13,15
menggunakan ungkapan yang
benar dalam berkomunikasi
sehari-hari.
b. Siswa mampu membuat kalimat present continous tense 2, 3, 6, 10, 14
dalam bentuk affirmative, negative, dan interrogative.
25
c. Siswa mampu membuat kalimat present continuous tense ESSAY 1 - 10
dengan benar dan tepat.

English Teacher